MA Education

Title:

Investigating Education

Code:

EDM007

Convenor:

DR Nasreen Majid

Summary:

The aim of the module is to provide students with an overview of approaches to research in education in order to equip them both to understand and evaluate research studies and to carry out a small-scale personal research study for a dissertation. Topics to be covered include: the nature and purposes of educational research, formulating research questions, types of research design, introduction to methods of data collection and data analysis, ethical issues in research.

Assessment Method:

Assignment 100%

Disclaimer:

The modules described on this page are what we currently offer. Modules may change for your year of study as we regularly review our offerings to ensure they’re informed by the latest research and teaching methods.

Title:

MA Education dissertation

Code:

EDM133

Convenor:

DR Natthapoj Vincent Trakulphadetkrai

Summary:

The dissertation provides an opportunity for students to advance their knowledge and understanding of a particular subject area through an in-depth study of relevant sources and of advanced scholarship in the field, and to demonstrate their own independent capacity for research.

The dissertation is the pinnacle of the Masters study and provides an opportunity for students to put into action all their previous learning, advance their knowledge and understanding of a particular subject area through an in-depth study of relevant sources and of advanced scholarship in the field, and to demonstrate their own independent capacity for research. The theoretical basis will be around the subject the student chooses to study, alongside the theories of research. Through the consideration of a specific piece of study will enable students to inform and impact their own and others practice in the educational and training sectors.

Assessment Method:

Dissertation 100%

Disclaimer:

The modules described on this page are what we currently offer. Modules may change for your year of study as we regularly review our offerings to ensure they’re informed by the latest research and teaching methods.

Title:

Developing expertise in teaching

Code:

EDM001

Convenor:

MRS Rachel Roberts

Summary:

The concept of the expert or excellent teacher is a global concern and this module will critically examine this issue and the various models emerging across the world.  In considering what constitutes an ‘expert’ and how the stages of development might be characterised, we will review, amongst others, the Dreyfus brothers’ model of expertise and Ericcson’s notion of ‘deliberate practice’.  How does an education system recruit good teachers, then identify those who are excellent and retain them in the classroom?  Should such recognition just be a status or should it be a designation?  Do the public and politicians relate to teachers as expert professionals or glorified child minders?  In considering teacher expertise, we will review some of the major theorists who have influenced teaching and learning, e.g.  Schon and Hattie and examine some of the key ideas about what characterises the best teaching.   Whilst this module does not promise to make students into an expert teacher, it will enable students to examine practical concerns such as observation, feedback, peer review and the use of professional standards. The emphasis throughout will be on what we ‘know’ about expertise in teaching and students will consistently be asked to draw on their practice and reflections.

Assessment Method:

Assignment 100%

Disclaimer:

The modules described on this page are what we currently offer. Modules may change for your year of study as we regularly review our offerings to ensure they’re informed by the latest research and teaching methods.

Title:

Child Development and Education

Code:

EDM104

Convenor:

DR Daisy Powell

Summary:

This module will provide students with an opportunity to enhance their knowledge and understanding of the development of children from infancy to adolescence and to apply this to educational settings.  The module will provide a detailed overview of key theories of child development, with a focus on those aspects of development most relevant to the classroom.  This will allow students to reflect on ways in which development is impacted by both genetic and environmental influences, and how this may in turn impact on teaching and learning.   

Assessment Method:

Assignment 100%

Disclaimer:

The modules described on this page are what we currently offer. Modules may change for your year of study as we regularly review our offerings to ensure they’re informed by the latest research and teaching methods.

Title:

Independent Study in Education

Code:

EDM114

Convenor:

DR Nasreen Majid

Summary:

Note: This module is taught to Full-time students only in the Spring term and to Part-time students only in the Summer term.  The contact hours listed for the Spring term are repeated for the Summer term teaching.

This module gives students the opportunity to work independently of taught content, critically investigating an aspect of teaching and learning in the academic literature, and evaluating practice in the light of this understanding. Any aspect of teaching and learning may be chosen, but it is expected that students can justify their choice with reference to topicality, their teaching/training environment’s needs or their own practice.

This is a library based assignment.  Students will research their chosen topic showing an awareness of different views in the literature.  They will be expected to use a clear framework to develop an argument and relate theory to practice in the Discussion with reference to their own context or experience.  This will develop students’ awareness of the theoretical ideas and methodological strategies appropriate to their field of research, and develop analytical and critical writing skills.

Assessment Method:

Assignment 100%

Disclaimer:

The modules described on this page are what we currently offer. Modules may change for your year of study as we regularly review our offerings to ensure they’re informed by the latest research and teaching methods.

Title:

Key Concepts in Educational Leadership and Management

Code:

EDM146

Convenor:

DR Jo Anna Reed Johnson

Summary:

In this module, students will critically analyse key concepts in educational leadership and management theory and practice within the context of an ever-changing political climate and an increasing culture of both market and government accountability. A variety of theoretical models of leadership will be discussed and how these models might apply in practice.  Crucially, the module will examine moral and ethical aspects of educational leadership and management and students will reflect on, and challenge, some of the underlying values present within leadership and management practice in today’s education sector. By drawing on current research evidence, critically reflecting on their own practice, and potentially being able to undertake empirical research, it is expected that, on successful completion of the module, students will come to a better understanding of their own role and identity as an education leader and manager which, in turn, will positively affect the institutions within which they work.

Assessment Method:

Assignment 100%

Disclaimer:

The modules described on this page are what we currently offer. Modules may change for your year of study as we regularly review our offerings to ensure they’re informed by the latest research and teaching methods.

Title:

Leading and Managing Educational Change

Code:

EDM147

Convenor:

DR Jo Anna Reed Johnson

Summary:

In this module, students will critically analyse key aspects of leading and managing educational change. The module will examine the social, economic, cultural, and political forces driving educational change in different contexts in education. Students will become much more appreciative of the complexities of change and understand why there is always a ‘gap’ between policy initiation (for example, at government and institutional level) and policy implementation at classroom level. Students will consider the effects of government-led curriculum changes in primary and secondary education, as well as policy initiatives which place an ever-increasing expectation on all sectors of education to address societal concerns (e.g. healthy living; bullying and the use of social media; mental health awareness, inclusion). The importance of staff collaboration and teamwork will be emphasised when attempting to lead and manage change successfully. By reflecting on their own practice, drawing on case study research examples and critically appraising a range of theoretical models, students will investigate whether there are any identifiable stages of change, what people’s reaction to change may be (especially people’s resistance to change) and what possible strategies may help education leaders and managers implement change successfully. Finally, students will gain a broader perspective by understanding the increasing emphasis on emotional intelligence as a critical, but often missing element of the leadership and management of change in education. 

Assessment Method:

Assignment 100%

Disclaimer:

The modules described on this page are what we currently offer. Modules may change for your year of study as we regularly review our offerings to ensure they’re informed by the latest research and teaching methods.

Title:

Second Language Teaching and Learning

Code:

EDM167

Convenor:

DR Anthony Zhang

Summary:

The aim of the module is to provide students with an overview of some major themes and current developments in foreign language teaching and learning. Topics to be covered include: Vocabulary teaching and learning; models of reading and listening, speaking and writing; individual differences; and the teaching and learning of grammar.  The module will enable students to understand current theory and research on various aspects of foreign language teaching and learning, and relate theory and research to educational practice in different cultural contexts. The assignment consists of a 2500 word essay plus a 15 minute presentation.

Assessment Method:

Assignment 50%, Oral 50%

Disclaimer:

The modules described on this page are what we currently offer. Modules may change for your year of study as we regularly review our offerings to ensure they’re informed by the latest research and teaching methods.

Title:

Values and Practices in Education

Code:

EDM174

Convenor:

PROF Helen Bilton

Summary:

This module is and its theoretical basis is intended to act as an overview of key philosophical, social, cultural and political debates about education. The education ‘system’ is a reflection of the society in which we live and an aspiration for the society we would like to live in; consequently an understanding of these debates is central to a study of education, and provides insights into the nature and purpose of education. Through the consideration of the media, political, practice and research -driven information new insights and perspectives should inform the work of those in the educational and training sector and serve to enhance their understanding of what they do, why and how they approach their work.

Assessment Method:

Assignment 70%, Oral 30%

Disclaimer:

The modules described on this page are what we currently offer. Modules may change for your year of study as we regularly review our offerings to ensure they’re informed by the latest research and teaching methods.

Title:

Behavioural Insight

Code:

EDM178

Convenor:

PROF Helen Bilton

Summary:

This module and its theoretical basis is intended to analyse and understand behaviour, the behaviour of humans and how to bring about behavioural change in others and oneself. This module will mostly be looking at the educational/training environment, but will use evidence when appropriate from other sectors. Therefore, we will be discussing behaviour within, for example, schools, hospitals, prisons, further and higher educational institutions. We will look at whether it is possible to manage/control/change another person’s behaviour and consider the evidence related to the strategies expounded to impact on behaviour. We will look at the nudge theory in relationship to behaviour and of behaviour within a group of people. The development of such understanding should inform the work of all those who consider they manage others and to develop their abilities to know what they and others do and how they behave, why they do as they do and to reflect upon this.

Assessment Method:

Assignment 70%, Report 30%

Disclaimer:

The modules described on this page are what we currently offer. Modules may change for your year of study as we regularly review our offerings to ensure they’re informed by the latest research and teaching methods.

Title:

Quantitative Research Methods in Education

Code:

EDM181

Convenor:

DR Daisy Powell

Summary:

This module will introduce students to quantitative research methods used in Education research. It will cover basic principles of the scientific method, providing explanations of measuring variables can allow us to test hypotheses. Practical sessions each week will allow students to extend their conceptual understanding of the tests to a practical knowledge of how to use specialised software to analyse data.

Assessment Method:

Set exercise 40%, Report 60%

Disclaimer:

The modules described on this page are what we currently offer. Modules may change for your year of study as we regularly review our offerings to ensure they’re informed by the latest research and teaching methods.

Title:

Designing Qualitative and Mixed Method Educational Research

Code:

EDM183

Convenor:

PROF Elizabeth Mccrum

Summary:

This module is designed to support students at masters and doctoral level, who already have an idea of the topic of their inquiry, with the design of qualitative and mixed methods research. It engages with the particular design decisions that underpins these types of research and encourages students to consider these in relation to their own developing research ideas.

Assessment Method:

Assignment 100%

Disclaimer:

The modules described on this page are what we currently offer. Modules may change for your year of study as we regularly review our offerings to ensure they’re informed by the latest research and teaching methods.

Title:

Educating Diverse Groups

Code:

EDM188

Convenor:

PROF Catherine Tissot

Summary:

This module provides an opportunity for students to gain a better understanding of the diverse groups that are seen in schools and settings.  This includes children with disabilities as well as other disadvantaged groups that a teacher may see in a mainstream classroom. It explores the theoretical basis for inclusion as well as the impact this has on practice. It will also debate the impact that diverse groups have on society. Topics covered include:  inclusion, social justice, the way England supports diverse groups of children including some specific disabilities such as autism spectrum disorder, and dyslexia, as well as how we support other minority groups such as issues relating to gender, socioeconomic disadvantage and ethnicity.  etc.  Each session will start with an exploration of recent academic literature and provide a description, history and current research. 

Assessment Method:

Assignment 100%

Disclaimer:

The modules described on this page are what we currently offer. Modules may change for your year of study as we regularly review our offerings to ensure they’re informed by the latest research and teaching methods.

Title:

Developing mentoring excellence (theory and practice)

Code:

EDM190

Convenor:

MRS Rachel Roberts

Summary:

This module is intended to support students with their professional development in their mentoring role and develop understanding of mentorship in its theory and practice. This is a distance learning module which requires students to be independent and autonomous in their studying and learning.

This module will explore mentoring from a variety of perspectives, starting from a definition of mentoring and moving on to consider theoretical models, good practice within mentoring and common issues.   A range of contexts will be considered, including initial teacher education, and other settings including museums, adult education environments and care settings.   Participants will be able draw on their own experiences of mentoring in making links with current theory.

As this is a distance learning module, it will require access to high-speed broadband, Blackboard and appropriate software.

Assessment Method:

Assignment 100%

Disclaimer:

The modules described on this page are what we currently offer. Modules may change for your year of study as we regularly review our offerings to ensure they’re informed by the latest research and teaching methods.

Title:

Classroom Musicianship

Code:

EDM191

Convenor:

DR Rebecca Berkley

Summary:

Non-Modular Pre-requisites: Students must:

1. hold a certificate in Graded Examination in Music performance (any instrument or voice) to at least grade 5 level or equivalent and ideally to grade 8 level or equivalent; and have intermediate keyboard skills;
2. have at least a grade B or above in GCSE Music or the international equivalent or a good pass at grade 5 Music Theory and ideally a grade C or above in Music A level, or level 3 BTEC with Music focus;
3. be confident readers of music staff (stave) notation

In this module students will explore concepts of audiation and mastery learning in music, and appraise and evaluate research and scholarship concerned with ways to facilitate children’s inner ear and musical hearing in practical classroom music making with school aged children. This module provides training in classroom musicianship skills for classroom and instrumental teachers of music. Students will develop their skills in singing, extemporisation and arranging on instruments, contextual analysis of different styles of music, and aural analysis demonstrated thorough written and verbal analysis of music appropriate to classroom music teaching. This module will teach practical pedagogical techniques for leading practical music making in the classroom, and is of use to any student wishing to refine and develop their music teaching skills at masters level.

Assessment Method:

Assignment 40%, Practical 60%

Disclaimer:

The modules described on this page are what we currently offer. Modules may change for your year of study as we regularly review our offerings to ensure they’re informed by the latest research and teaching methods.

Title:

Student Enrichment Programme

Code:

EDM192

Convenor:

DR Rebecca Berkley

Summary:

There are two aspects to this module, one the English Language skills taught across two terms for full timers and the other the general study skills support run in the Autumn term for full timers and as a much reduced timetable for part timers.  It is designed as a non-credit bearing module so that there is no additional formal assessment at the end of each term, but an expectation that students will attend and a record of the module will be placed on student transcripts.

Assessment Method:

Disclaimer:

The modules described on this page are what we currently offer. Modules may change for your year of study as we regularly review our offerings to ensure they’re informed by the latest research and teaching methods.

Title:

Research Approaches to Second Language Learning and Teaching

Code:

EDM195

Convenor:

DR Anthony Zhang

Summary:

This module focuses on developing the understanding of research approaches used in the field of second language learning and teaching. Students will study relevant academic terminologies in detail and will practise reflecting critically upon the research articles of authors in the field. They will also receive training in basic concepts and research methods as relevant for second language learning and teaching. We will discuss what the role of theory is in second language related research, what hypotheses are, and how key concepts can be operationalised and measured. We will also discuss what the common research instruments are and how these instruments can be applied in second language learning and teaching. The assignment consists of a 3000 word essay plus a 10 minute presentation.

Assessment Method:

Disclaimer:

The modules described on this page are what we currently offer. Modules may change for your year of study as we regularly review our offerings to ensure they’re informed by the latest research and teaching methods.

Title:

The Creative Educator

Code:

EDM198

Convenor:

MS Suzy Tutchell

Summary:

In this module we explore the value of creativity in education, how it manifests and can be facilitated in different disciplines. You will interrogate your own understanding as a creative educator through practice-based approaches in the arts to develop and challenge possible educational futures in your own contexts. The module draws on research, practice and social debates around creativity, imagination and cultural integrity in education. It explores the transformational agency of creative learning and competencies across diverse and different educational models and contexts. You will develop your understanding with particular reference to key theoretical approaches and research in the creative arts with an emphasis on practical responses and policy perspectives. The module will consider the psychological significance of creativity/ies in human nature and its potentialities for health and well-being. This will include understandings of creativity in educational futures and consider what alternatives they offer within and beyond formal education. Through this module, you will explore the ways in which children and young people use their imagination in creative learning and make sense of their practical and arts rich experiences.

Assessment Method:

Disclaimer:

The modules described on this page are what we currently offer. Modules may change for your year of study as we regularly review our offerings to ensure they’re informed by the latest research and teaching methods.

Title:

Families and Learning

Code:

EDM200

Convenor:

DR Geoff Taggart

Summary:

The interaction between the two sites of family and school gives rise to a series of perennial questions of theoretical and practical relevance:

• ‘What kinds of parent produce great learners?’
• ‘What do we mean by teachers operating in loco parentis?’ (i.e. what kind of parent?)
• ‘What is the impact of family circumstances upon educational achievement?’,
• Do we (and should we) have childcare or early years education? What is the difference?
• ‘What kinds of learning happen at school and which at home?’
• ‘What characterises effective relationships between schools and families?’

The module offers students with teaching experience of all kinds the opportunity to consider and apply a range of possible answers to these questions, as provided in scholarship and research.

Assessment Method:

Disclaimer:

The modules described on this page are what we currently offer. Modules may change for your year of study as we regularly review our offerings to ensure they’re informed by the latest research and teaching methods.