Educational Issues, Policies and Practices - Flexible Study

Module titleEducational Issues, Policies and Practices - Flexible Study
Module codeEFPM286
Academic year2019/0
Credits60
Module staff

Keith Postlethwaite (Lecturer)

Dr Shirley Larkin (Lecturer)

Number students taking module (anticipated)

10

Description - summary of the module content

Module description

The module is available to individuals and groups of teachers in a school or group of schools. It is designed to support youin taking a literature-based, research driven approach to issues of concern toyourself and your colleagues.

This module will enable you to collaborate with your professional colleagues either within your own establishment or across a group of similar educational establishments to work on a topic/issue which is common to you all.  You will agree this topic amongst yourselves and with the help of the module tutor. An example of a suitable topic might be assessment practices in primary key stage 1. In this example you might work with experienced colleagues from other schools, NQTs and mid career teachers to firstly pool your knowledge and resources and to focus on specific research questions related to assessment. With the help of the module tutor your group will design a project which will enable each individual to contribute and which will result in something useful for all members of the group. The only pre-requisites for this module are that you fulfil the entry requirements of the programme and that there are a minimum of 10 individuals in the group. You will work with the module tutor to decide on the support you need to complete the task. This might include research skills, specialist subject knowledge, help with defining concepts and theoretical understanding or help with organization and working collaboratively. The outcome of the module can take many forms for eg. a report; a set of resources; an on-line resource; an assessment instrument. These might be written, audio or video files or a combination of different outcomes in different media for different purposes. In order for each individual member of the group to attain credits for the module, all individuals must fulfil the programme entry requirements and must be registered on the programme. In addition, each individual must make clear what their contribution to the overall outcome was and provide a 2,500 word written reflection on the process of working in this way.

Module aims - intentions of the module

This module aims to develop:

  • systematic understanding and critical awareness of current problems and/or new insights relating to a specific educational issue, policy and/or practice;
  • comprehensive understanding of techniques relevant to research on a specific educational issue, policy and/or practice;
  • critical evaluation of current research on a given educational issue, policy and/or practice; and
  • initiative, self-direction and originality in tackling problems and new insights relating to a specific educational issue, policy and/or practice.

Intended Learning Outcomes (ILOs)

ILO: Module-specific skills

On successfully completing the module you will be able to...

  • 1. engage critically with a specific educational issue, policy and/or practice, drawing on wider theories, policies and practices
  • 2. undertake systematic research and analysis of a specific educational issue, policy and/or practice, and to use the outcomes to manage and structure change
  • 3. demonstrate critical awareness of, and ability to manage, ethical issues and work collaboratively to formulate solutions

ILO: Discipline-specific skills

On successfully completing the module you will be able to...

  • 4. demonstrate a critical understanding of international research on a specific educational issue, policy and/or practice
  • 5. demonstrate a systematic understanding of how to investigate a specific educational issue, policy and/or practice in a professional context
  • 6. critique and reflect upon a specific educational issue, policy and/or practice with a view to improvement

ILO: Personal and key skills

On successfully completing the module you will be able to...

  • 7. study independently and collaboratively, to participate in group discussions, and to present research and information to peers
  • 8. reflect critically upon academic, professional and policy texts
  • 9. use research, personal knowledge and professional experience of a given educational issue, policy and/or practice with a view to development and improvement

Syllabus plan

Syllabus plan

The specific focus of the module will be negotiated with the individuals and institutions undertaking the module. It will be supported by critical reading of relevant literature in research techniques and on the specific educational issue, policy and/or practice.

Professional practice:

  • Evaluation and critique of policy and academic texts and discourses;
  • Professional learning in collaborative communities;
  • Using research to manage and structure change;

Research skills:

  • Critical reflection and engagement;
  • Critical and systematic use of research techniques;
  • Ethical approaches to formulate solutions;
  • Communicating research in professional contexts;

Professional development:

  • Developing initiative in planning and decision making;
  • Implementing and communicating structure and change through research;
  • Working collaboratively in communities of enquiry;
  • Extending and advancing knowledge and understanding;
  • Developing critical, reflexive approaches to professional development.

This module is delivered through a combination of seminars, directed study tasks, tutorials, and group and independent study. The exact format of the taught sessions will be negotiated with the individuals and institution(s) undertaking the module. It is likely to include:

  • Lectures on techniques relevant to research on educational issues, policies and/or practices (ILO2; ILO5);
  • Seminars to provide knowledge and understanding of international research on a specific educational issue, policy and/or practice (ILO4);
  • Seminars and/or tutorials to support critical evaluation of, and engagement with, wider theories, policies and practices (ILO1; ILO6);
  • Seminars and/or tutorials to support critical reflection upon academic, professional and policy texts and to encourage collaboration, participation and presentation of information (ILO7; ILO8);
  • Seminar/tutorials will direct students to take initiative in working independently and collaboratively in tackling problems and formulating solutions that take account of ethical issues (ILO3);
  • Students will be encouraged to work collaboratively in developing documents and/or presentations built on research, personal knowledge and professional experience with a view to development and improvement (ILO7; ILO9); and
  • On line resources will also be available to support students’ learning.

Learning and teaching

Learning activities and teaching methods (given in hours of study time)

Scheduled Learning and Teaching ActivitiesGuided independent studyPlacement / study abroad
30570

Details of learning activities and teaching methods

CategoryHours of study timeDescription
Scheduled Learning and Teaching ActivitiesMinimum 30Contact time - Tutorial support – available by email or Skype or (by arrangement) after the taught sessions. Because of the individualised nature of the module the distinction between contact time and tutorial time is hard tohard to maintain but a total of 30hrs of scheduled learning will be available.
Guided independent study Maximum 570The distribution of hours for directed study tasks, and group and independent study will be negotiated with the individuals and institutions undertaking the module. The guided independent study may take the form of group meetings, minute taking, reading literature, designing the task, collaboration both face to face and via internet, preparing draft reports, editing and revising reports, dissemination, designing and trialling resources etc. It is suggested that the time allocated is split into thirds, so one third of the time should be spent on reading and planning for the task, one third on doing the task eg. creating resources and trialing them and one third on dissemination, writing up and editing reports. These activities will be negotiated with the module tutor and the group

Assessment

Formative assessment

Form of assessmentSize of the assessment (eg length / duration)ILOs assessedFeedback method
Review of texts related to the specific educational issue, policy and/or practice. Presented as formative task by an individual or group with development for summative assessment.25001, 3, 8Oral feedback in seminars and/or email feedback.
Plan and timeline for the individual/group work. Mode to be agreed with Programme Director, for example journal/diary, reflection on minutes from research meetings, oral or written. 25002, 3, 9Oral feedback in seminars and/or email feedback.

Summative assessment (% of credit)

CourseworkWritten examsPractical exams
10000

Details of summative assessment

Form of assessment% of creditSize of the assessment (eg length / duration)ILOs assessedFeedback method
(Either) A 10,000 word equivalent submission of material which must include 2,500 words of theory and statement of individual contributions.To be agreed with Programme Director. This could include a written report, materials, dissemination phase eg. website, seminars for colleagues, oral presentations, posters and captured in various ways including audio, video files, to create a portfolio of materials. Or (a) A 5,000 word report of work done, which might include minutes from meetings, observations of learners, ethical considerations, research techniques; data analysis and solutions. To be agreed with Programme Director. It must include a statement of individual contribution. AND (b) A 5,000 word dissemination of project to colleagues, which might include group CPD, website materials, oral presentations, as above including an evaluation of the dissemination process, and Individual Written Reflection on the process and outcome of the project (2500 words)10010,000 words or equivalent1-9Written feedback

Re-assessment

Details of re-assessment (where required by referral or deferral)

Original form of assessmentForm of re-assessmentILOs re-assessedTimescale for re-assessment
Original choice of summative assessmentResubmission of original choice of summative assessment1-96 weeks

Resources

Indicative learning resources - Basic reading

  • Boud, D. & Walker, D. (1998) Promoting reflection in professional courses: the challenge of context, Studies in Higher Education, 23, 2, pp.191-206.
  • Carr, W. (1995) For Education: Towards Critical Educational Inquiry. Milton Keynes: Open University Press.
  • Cohen, L. Manion, L & Morrison, K (2006) Research Methods in Education. London: Routledge
  • Cunningham, B. (ed.) (2008) Exploring Professionalism. London: Institute of Education.
  • Miles M. B. & Huberman A. M. (1994) Qualitative data Analysis: an expanded sourcebook. 2nd ed. Thousand Oaks, California; London: Sage.
  • Radnor, H. (2001) Researching your professional practice doing interpretative research. Buckingham: Open University Press.
  • Robson C. (2002) Real world research second edition. Oxford: Blackwell Publishers
  • Wellington, J. (2000) Educational Research: Contemporary Issues and Practical Approaches. London: Continuum.
  • Schon, D. (1983) The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books.
  • Thomas, G. & Pring, R. (eds.) (2004) Evidence-based practice in education Maidenhead: Open University Press.
  • Wilkinson, D. (2000) The researcher's toolkit. Routledge Falmer: London.

Indicative learning resources - Web based and electronic resources

Resources and discussion forum on ELE

Module has an active ELE page

Indicative learning resources - Other resources

GSE Framework for Dialogue about Teaching

Key words search

MEd Professional Studies, Educational Issues, Policies and Practices - Flexible Study

Credit value60
Module ECTS

30

Module pre-requisites

None

Module co-requisites

None

NQF level (module)

7

Available as distance learning?

No

Last revision date

31/1/13