The content will involve you in active critical consideration of participating in and leadership of practitioner inquiry in relation to professional context mapping and workplace learning.
These processes will be achieved through:
- conceptualising different kinds of practitioner inquiry relevant to work-based understanding and development (purposes, processes, contexts, dilemmas, outcomes)
- examining a range of approaches to educational inquiry, with an emphasis on action research
- developing an inquiry into your professional context
This module is normally studied just before the dissertation, however, you need to take this module at a time when you have access to an appropriate professional context.
This involves the researching and writing of a substantive piece of scholarship within the field of the course.
You will choose a topic in consultation with your course leader and an appropriate supervisor. The topic will normally be based on interests and skills you have developed in the course of the modules already studied.
Up to three from:
The module will address the essential features of effective learning, as relevant to your sector by examining:
- the process of learning
- supporting learning (for example, through adults, peers and technology) both within and beyond the educational organisation
- an overview of approaches to improvement and raising achievement in educational organisations
- monitoring and evaluation of learning: the use of data, target-setting, monitoring
Researching Special and Inclusive Education
This module considers:
- research purposes and paradigms
- epistemological influences on research design and practice
- the reflective research practitioner
- participatory approaches to research
- criticality in reading, writing and reviewing the literature
- advantages and disadvantages of different methodological approaches to researching special and inclusive education
- planning and designing research projects
- ethical codes of practice and their importance in researching special and inclusive education
- applying research skills
Relationships and Behaviour
This module considers:
- experiential learning and its relationship to reflective practice and reflexivity: exploration via a learning journal genre
- world views and models of human behaviour
- theoretical perspectives on behaviour: behaviourist, humanistic and postmodern approaches
- social and emotional aspects of behaviour: mental well-being, shame, self-esteem
- punitive and restorative justice: responding to bullying and challenging behaviour, conflict resolution and peer mediation
- the intensity/functionality of behaviour: escalation/de-escalation, communication and crisis intervention
- controversial issues: for example, restraint, exclusion from school, sex and relationship education
- supporting students with ADHD
- workforce issues: self-care, partnership working
Communication and Literacy
This module considers:
- typical and atypical development of communication
- typical and atypical development of literacy/learning including specific learning difficulties/dyslexia
- communication and literacy/learning assessments and interventions
- understanding autism and Autistic Spectrum Disorder
- communication and literacy/learning for children with learning disabilities including autism, Down's syndrome and dyslexia
- effective teaching and learning environments
Learning Through an Additional Language (EAL/CLIL)
This module considers the theories underpinning effective practice in teaching content subjects and themes through an additional language (English or another language) and how these impact on practice.
Different teaching practices and instructional materials are considered, from early years, primary, secondary and tertiary, with a focus on language, content and culture. Case studies of different teaching contexts are examined. Research fields which feature in the module include input/output theories from second language acquisition, theories of scaffolding, cognitive learning theory and communicative theory.
The intention throughout is to identify effective practice and rationalise it from these theories.
Developmentally Appropriate Practice in Early Years Education
This module considers:
- policy, curriculum and pedagogies issues in Early Years education
- international models of early years education
- the EY curriculum and the role of child initiated learning and play
- EY assessment
- school 'readiness'
Introduction to the Learning Sciences
The module covers:
- associative models of learning
- cognitive models of learning
- constructivist models of learning
- cultural, situated and connectionist models of learning
- multimedia: the encoding and production of representations
- intelligent tutoring: theories and implementations of artificial intelligence
- variation in learners and learning
- assessment and its electronic mediation
Educational Technology Research Methods
The module covers:
- traditions and media of academic communication
- practitioner and action-based research
- relationships between research and policy
- methods: natural history, observation, ethnography, accounting
- methods: surveys and psychometrics
- experimental methods
- quantitative techniques of description
- quantitative methods of inference
- qualitative methods
- attainment and intervention research examples
Understanding Individual and Organisational Development
This module will look at:
- the understanding of self-management
- competence and competency
- analysis of self in relation to national standards (for school leadership or as appropriate)
- self-development plans
- understanding the professional development of others in the team
- understanding the organisation and its context
- leading and managing change
Changing Classrooms: Policy, Research and Practice
This module critically examines contemporary debates surrounding orthodoxies in curriculum, learning and assessment in schools, and how these relate to policy and practice.
In particular it considers the way different orthodoxies frame what children and young people learn in schools, how they learn and how assessment practices inform learning processes. The module will explore these orthodoxies in terms of their origins and purposes and it will consider alternative models from an international perspective.
The module starts by considering the history, politics and ideology of the curriculum as it currently exists. It then develops understanding through application of psychological, social and cultural theories of learning and assessment. These theorised views of schooling and classroom practices enable us to analyse and critique the wide-ranging policy and research discussions about curriculum, learning and assessment that are currently under way.
You will be engaged in considering how developments of, and alternatives to, current practices will impact learning and teaching in the future.
Debating Special and Inclusive Education
This module will explore key issues concerning the field of special and inclusive education:
- Definitions of special needs and inclusion
- Global perspectives on diversity and access to equality of educational opportunities
- Understanding theoretical approaches to special needs/inclusion and models of disability
- Understanding prevalence of need and issues concerning classification and assessment
- Exploring the impact of policy on practice and equality of opportunity
- Examining the evidence on effectiveness of different types of educational settings eg mainstream, resource base and special provision
- Pedagogy and creativity
- Balancing equity and choice through collaborative and ethical problem solving
The Social Contexts of Education Technology
This module provides an introduction to the interpersonal and societal contexts within which educational innovation with learning technology occurs.
In particular it positions you to understand the institutional dimension of creating and sustaining learning technology innovation. It addresses theories of effective interpersonal learning interactions and the relevance of learning technology to their mediation.
New Directions in Learning, Technology and Education
This module will cover:
- a review of current innovation in learning technology for learning and teaching
- case studies of innovative practice in technology enhanced learning
- theoritcal underpinnings of innovation in technology enhanced learning
Other ways to study
You may be able to take one face-to-face module via summer school. Teaching takes place over two weeks, starting in the last week of July; offering you the opportunity to study in an intensive teaching block with academic support available during the subsequent period of self-guided study.
You can download the timetable for 2017/18, but please note this is subject to change.
The modules we offer are inspired by the research interests of our staff and as a result may change for reasons of, for example, research developments or legislation changes. This list is an example of typical modules we offer, not a definitive list.