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  • INSTITUTE OF EDUCATION

    EDUCATION STUDIES NETWORK

    MA (Hons) Education Studies MA (Hons) Education Studies (English Language Teaching)

    MA (Hons) Education Studies (Lifelong Learning)

    UNIT SPECIFICATIONS

    Submitted for Periodic Review on 17th January 2012

    Page1

  • COREUNITALLPROGRAMMES

    UNITCODE 22MV0001

    UNITTITLE ResearchMethodsinEducation

    UNITABBREVIATION

    RME

    LEVELOFSTUDY 7

    CREDITVALUE 30 ECTSVALUE 15

    HOMEDEPARTMENT

    InstituteofEducation

    UNITCOORDINATOR

    KEYWORDS

    UNITLEARNINGOUTCOMES

    Onsuccessfulcompletionofthisunitstudentswillbeableto:1. Critically analyse keymethodological and theoretical issues in educational

    research2. Reflect critically on their own theoretic assumptions underpinning their

    individualresearch3. Positiontheirownresearchandstudy in itsacademiccontext,withrespect

    tobothitsdisciplinaryandtheoreticalapproaches4. ProduceadetailedDissertationProposalincludinganinitialliteraturereview

    andacompletedethicalchecklist

    SUMMATIVEASSESSMENT

    Element(highlightfinalelement)

    Type Weighting Learningoutcomesassessed

    1 Essay 50% 1,2,32(Final) Dissertation

    Proposal50% 3,4

    EMPLOYABILITYANDSUSTAINABILITYOUTCOMES

    Outcomes Elementof

    AssessmentAnalyserealworldsituationscritically

    Demonstrateprofessionalismandethicalawareness

    2

    Communicateeffectivelyusingarangeofmedia

    Applyteamworkandleadershipskills

    Manageownprofessionaldevelopmentreflectively

    Page2

  • Find,evaluate,synthesiseanduseinformation

    1,2

    Workwithinsocial,environmentalandcommunitycontexts

    Usesystemsandscenariothinking

    2

    Engagewithstakeholder/interdisciplinaryperspectives

    1,2

    ASSESSMENTSTRATEGIESFOREACHELEMENTOFASSESSMENT

    Assessment1:Essay:(3,000words)A critical exploration of the relationship between specific theoretical ormethodologicalperspectivesandtheirownresearchinterestsAssessment2:DissertationProposal:(3,000wordequivalent)TheDissertationProposalwillincludeanInitialLiteratureReviewandanEthicsChecklist

    ASSESSMENTCRITERIAFORUNIT/ELEMENTSOFASSESSMENT

    Theprogrammespecificgradecriteriaforassessment(asdetailedintheMastersLevel Programme Handbook) apply to this unit. In addition the followingthresholdlevelcriteriaapply:

    Assessment1:TheEssayThresholdCriteria:TheEssaywill(1)provideasustainedandcriticalexplorationofoneaspectofthestudentsproposedmethodology ;(2)Shouldbe informedbyappropriateacademicreading(at leasttensources)andbereferencedusingtheHarvardconvention , (3)Demonstrateanability to thinkpragmaticallyandlogically in a consideration of issues related to (but not limited to):ethics/politics,thetheoreticalandphilosophicalbasisofresearchand issuesofvalidity.Assessment2:DissertationProposalThreshold Criteria: The Dissertation Proposalwill (1) conform to a standardformatthat(2)willincludethefollowing:

    Title Researchrationale Aims Hypothesis Researchquestions. Theoreticalframework Sources/Resourcesrequired InitalLiteratureReview Methods EthicsChecklist Strategiesforovercomingpossibleproblems IntendedStructureofDissertation Workschedule IndicativeBibiography

    NONSTANDARD

    Page3

  • MINIMUMPASSMARKOUTLINEOFTHEUNIT

    BRIEFSUMMARY Theunitwill introduce students to the complex and challengingprocessofresearchineducation

    INDICATIVECONTENT

    Therewillbeaconsiderationof: Thecontestednatureofsocialinquiry:examiningcompetingparadigmsof

    socialresearch Differingconceptionsofeducation The principles of educational research and the educative nature of

    educationalresearch Ethicalissuesineducationalresearch Genericresearchskills,suchaslibraryandITuse LiteratureReviews Theprocessofgeneratingresearchquestions Theprocessesofinquiry:methodologicalframeworksEthnography,Case

    Study,FeministMethodologies,quantitativeframeworks Methods of data generation throughwatching, asking questions, using

    incidentaldata Methodsofdataanalysis

    LEARNINGACTIVITIES

    BREAKDOWNOFSTUDENTLEARNINGACTIVITY

    TypeofActivity

    %

    Summativeassessment

    25%

    Directedstudy

    20%

    Studentcentredlearning

    55%

    MANDATORYLEARNING&TEACHINGREQUIREMENTS

    Theunitmayalsobedeliveredinanintensivesummerschoolblockplusonlinesessions.Studentscompletingtheunitwillbeexpectedto:

    - Attendallsessionsoftheintensiveblockcourse.- Completeallonlinetasksandactivities.- Activelyengageinindependentreadingandlearningrelatedtothe

    unit.

    LEARNINGRESOURCES

    Page4

  • ESSENTIALREADING Burton,D.andBarlett,S.(2009)KeyIssuesforEducationResearchers.London:Sage

    Somekh,B.andLewin,C.2005.ResearchMethodsintheSocialSciences.London:Sage

    ADDITIONALRESOURCESTHATSTUDENTSSHOULDBUY

    Opie,C.2004.DoingEducationalResearch,London,Sage

    Payne,G.andPayne,J.2004.KeyConceptsinSocialResearch,London:Sage

    SPECIALICTSREQUIREMENTS

    InteractiveWhiteboardandWebaccess

    ANYOTHERADDITIONALRESOURCES

    Alaszewski,A.2005.UsingDiariesforSocialResearch.London:Sage

    Blaxter,L.,Hughes,C.&Tight,M.2001.HowtoResearch,2ndEdition,Maidenhead:OpenUniversityPress/McGrawHillEducation

    Cohen,L.,Manion,L.&Morrison,K.(Eds).2000.ResearchMethodsinEducation,5thedition,London,Routledge

    Crotty,M.1998.FoundationsofSocialResearch.London:SagePublications

    Hughes,C.(2002)KeyConceptsinFeministTheoryandResearch.London:Sage.

    Maclure,M.2004.DiscourseinEducationalandSocialResearchBerkshire:OpenUniversityPress

    Schostak,J.2004.Understanding,DesigningandConductingQualitativeResearch,Berkshire:OpenUniversityPress

    Schostak,J.2005.InterviewingandRepresentationinQualitativeResearchProjects(conductingEducationalResearch)Maidenhead:OpenUniversityPress.

    Silverman,D.2004.DoingQualitativeResearch:APracticalHandbook,2ndEdition,London:Sage

    Silverman,D.2001.InterpretingQualitativeData,London:Sage

    Woods,P.1986.InsideSchools:EthnographyinEducationalresearch,London:RoutledgeandKeganPaul

    Yates,L.2004.WhatDoesGoodEducationResearchLookLike?Berkshire:OpenUniversityPress

    Yin,R.K.1994.CaseStudyResearch:DesignandMethods.London:Sage

    ADMINISTRATION

    JACSCODE 22MV

    DATEOFAPPROVAL

    DATEOFMOSTRECENTCONSIDERATION:

    September2011

    UNITEXTERNAL DrElizabethNewman

    Page5

  • EXAMINER

    UNITASSESSMENTBOARD

    Page6

  • COREUNITALLPROGRAMMES

    UNITCODE 22MV0002

    UNITTITLE GlobalPerspectivesinEducation

    UNITABBREVIATION

    GPE

    LEVELOFSTUDY 7

    CREDITVALUE 30 ECTSVALUE 15

    HOMEDEPARTMENT

    InstituteofEducation

    UNITCOORDINATOR

    JaneBates

    KEYWORDS

    UNITLEARNINGOUTCOMES

    Onsuccessfulcompletionofthisunitstudentswillbeableto:1. Criticallyevaluatetheroleofeducationinselectedsocial,nationaland

    culturalcontextsthroughacomparisonofnationaleducationsystems2. Exploreanddiscussculturalvariationineducationalpractice3. Locate,interpretandcriticallyanalysedataandinformationfromarangeof

    sourcesrelatingtothestudyofeducationandeducationalissuesinacomparativecontext

    4. Presentanddiscussideasinbothanoralandawrittenformat

    SUMMATIVEASSESSMENT

    Element(highlightfinalelement)

    Type Weighting Learningoutcomesassessed

    1 ComparativeEssayandSeminarPresentation

    100% 1,2,3,4

    EMPLOYABILITYANDSUSTAINABILITYOUTCOMES

    Outcomes Elementof

    AssessmentAnalyserealworldsituationscritically

    1

    Demonstrateprofessionalismandethicalawareness

    Communicateeffectivelyusingarangeofmedia

    1

    Applyteamworkandleadershipskills

    Page7

  • Manageownprofessionaldevelopmentreflectively

    Find,evaluate,synthesiseanduseinformation

    1

    Workwithinsocial,environmentalandcommunitycontexts

    Usesystemsandscenariothinking

    Engagewithstakeholder/interdisciplinaryperspectives

    1

    ASSESSMENTSTRATEGIESFOREACHELEMENTOFASSESSMENT

    Assessment: Comparative Essay and associated Seminar (5,000 wordequivalent). The Comparative Essaywill provide a critical comparison of anaspectof/oran issuefacingat leasttwoeducationsystemsstudied intheunit.TheSeminarPresentationtothegroupwillpresentasummaryofthefindingsofthe research into the topic they have chosen as a focus for the ComparativeEssay.

    ASSESSMENTCRITERIAFORUNIT/ELEMENTSOFASSESSMENT

    The Comparative Essay and Seminar Presentation Threshold Criteria : It will demonstrate: A critical understanding of the role of education in selected social,

    national and cultural contexts through a comparison of national education systems

    An ability to explore and discuss in a written and oral form cultural variation in educational practice

    An ability to locate, interpret and critically analyse data and information from a range of sources relating to the study of education and educational issues in a comparative context and to use this analysis to construct a coherent argument

    - Will be word processed and of an appropriate length and will: - Relate to its title - Be clearly written and structured - Demonstrate the contribution of further reading and thinking

    and the use of research evidence An ability to instigate and manage a discussion The work will be submitted as one item with 60% of the allocated mark for the Assessment being derived from the Comparative Essay, the remaining 40% from the Seminar presentation

    Summative feedback will be provided detailing how effectively the learning outcomes for the assessment have been met and detailing areas for improvement, A clear indication of the level of achievement mapped against the programme specific grade criteria (as detailed in the Masters Level Programme Handbook) will be provided. In addition, formative feedback (either verbal or written) detailing areas for future improvement and development. will be provided either to the individual or to the cohort as appropriate.

    NONSTANDARD

    Page8

  • MINIMUMPASSMARKOUTLINEOFTHEUNIT

    BRIEFSUMMARY Theunitwillenablestudentstoexplorecomparativeeducationalapproachesandkeycontemporarynational,internationalandglobalissuesanddebatesineducation

    INDICATIVECONTENT

    Studentswillbeintroducedtokey,contemporaryissuesanddebatesineducationatbothanational,internationalandgloballevel.Itisexpectedthatthetopics/issueswillvaryfromyeartoyear,howeveraconsiderationwillbegivento:

    Globalisationineducation InternationalandComparativeeducationasanareaofscholarship

    andresearch TheroleoforganisationsliketheWorldBank,OECD,theUNand

    UNICEFinEducation InternationalAssessmentPIAAC,PIRLS,PISA,andTIMSS Comparisonsofearlyyears,primary,secondaryandhighereducation

    systems,philosophiesandpracticeandhowtheseareinfluencedbyculturalbackground,valuesandattitudes

    EducationforsustainablefuturesPeaceEducationandGlobalCitizenship

    TeacherEducation

    LEARNINGACTIVITIES

    BREAKDOWNOFSTUDENTLEARNINGACTIVITY

    TypeofActivity

    %

    Summativeassessment

    25%

    Directedstudy

    20%

    Studentcentredlearning

    55%

    MANDATORYLEARNING&TEACHINGREQUIREMENTS

    Theunitmayalsobedeliveredinanintensivesummerschoolblockplusonlinesessions.Studentscompletingtheunitwillbeexpectedto:

    - Attendallsessionsoftheintensiveblockcourse.- Completeallonlinetasksandactivities.- Activelyengageinindependentreadingandlearningrelatedtothe

    unit.

    LEARNINGRESOURCES

    Page9

  • ESSENTIALREADING Mattheou,D.2010.ChangingEducationalLandscapes:EducationalPolicies,SchoolingSystemsandHigherEducationAComparativePerspective.London:Springer.

    ADDITIONALRESOURCESTHATSTUDENTSSHOULDBUY

    Arnove,R.F.andTorres,C.A.1999.ComparativeEducation:TheDialecticoftheGlobalandtheLocal.London:Rowman&Littlefield.

    Burbules,N.C.andTorres,C.A.2000.GlobalisationandEducation:CriticalPerspectives.London:RoutledgeFalmer..

    SPECIALICTSREQUIREMENTS

    InteractiveWhiteboardandWebaccess

    ANYOTHERADDITIONALRESOURCES

    Arthur,J.andDavies,I.2010.TheRoutledgeEducationStudiesReader.London:Routledge

    Bignold,W.AndGayton,L.2009.GlobalIssuesandComparativeEducation.Exeter:LearningMatters.

    Curtis,W.AndPettigrew,A.2010.EducationStudiesReflectiveReader.Exeter:LearningMatters.

    Phillips,D.andSchweisfurth,M.2008.ComparativeandInternationalEducation:AnIntroductiontoTheory,MethodandPractice.London:Continuum.

    Ward,S.andEden,C.2009.KeyIssuesinEducationPolicy.London:Sage

    Zadja,J.2009.Globalization,EducationandSocialJustice.London:Springer

    ADMINISTRATION

    JACSCODE 22MV

    DATEOFAPPROVAL

    DATEOFMOSTRECENTCONSIDERATION:

    May2010

    UNITEXTERNALEXAMINER

    DrElizabethNewman

    UNITASSESSMENTBOARD

    Page10

  • COREUNITALLPROGRAMMES

    UNITCODE TBC

    UNITTITLE MastersLevelDissertation

    UNITABBREVIATION

    MLD

    LEVELOFSTUDY 7

    CREDITVALUE 60 ECTSVALUE 30

    HOMEDEPARTMENT

    InstituteofEducation

    UNITCOORDINATOR

    JaneBates

    KEYWORDS

    UNITLEARNINGOUTCOMES

    Onsuccessfulcompletionofthisunitstudentswillbeableto:1. Formulateresearchquestionsandusetheseasthebasisfordesigninga

    researchstudy2. Selectanduseappropriatemethodswithinachosenmethodological

    frameworksuitedtotheenquiry,3. Collect,analyseandcriticallyevaluateprimarydataandevidencefrom

    secondarysourcesandtousethemwithdiscrimination4. Interprettheoutcomesofresearchandgeneratenewknowledge5. Completeapieceofindividualresearch

    SUMMATIVEASSESSMENT

    Element(highlightfinalelement)

    Type Weighting Learningoutcomesassessed

    1 Researchrecord 25% 32(Final) DissertationReport 75% 1,2,3,4,5

    EMPLOYABILITYANDSUSTAINABILITYOUTCOMES

    Outcomes Elementof

    AssessmentAnalyserealworldsituationscritically

    1

    Demonstrateprofessionalismandethicalawareness

    Communicateeffectivelyusingarangeofmedia

    Applyteamworkandleadershipskills

    Manageownprofessionaldevelopmentreflectively

    Page11

  • Find,evaluate,synthesiseanduseinformation

    1,2

    Workwithinsocial,environmentalandcommunitycontexts

    2

    Usesystemsandscenariothinking

    Engagewithstakeholder/interdisciplinaryperspectives

    2

    ASSESSMENTSTRATEGIESFOREACHELEMENTOFASSESSMENT

    Assessment1:TheResearchRecord(2,000wordequivalent)Assessment2:TheDissertationReport(10,000words)

    ASSESSMENTCRITERIAFORUNIT/ELEMENTSOFASSESSMENT

    The programme specific grade criteria for assessment (as detailed in the Masters Level ProgrammesHandbook)applytothisunit.Inadditionthefollowingthresholdlevelassessmentcriteriawillapply:

    Assessment1:TheResearchRecord(2,000wordequivalent)Threshold Criteria : The Record will provide a collection of for example:interviewtranscripts,photographicdata,videooraudiorecordings,observationnotesetcwhichformthebasisforthewrittenreport

    Assessment2:

    TheDissertationReport(10,000words)ThresholdCriteria:TheReportwillcontain:

    anabstractwhichsummarisesthecontentsofthereport theaimsoftheresearchstudyundertaken acriticalliteraturereviewofkeyrelatedstudies(researchandpolicy) afulldescriptionofthemethodsand/ormethodologyused detailsoftheresultsobtained adiscussionofhowthedissertationresearchbuildsontheworkalready

    undertaken aconcludingsectionontheconclusionsdrawnandimplicationsofthe

    studyforfurtherresearch.InadditiontheDissertationwill:

    Drawtogetherrelevantconceptsandtheoriesfromdifferentdisciplinesinordertogainabetterunderstandingofthecontextinwhichparticularproblemsoropportunitiesarise;

    Provideevidenceofthestudentsabilitytoplan,carryoutandpresentthefindingsfromacoherentpieceoforiginalresearchdrawinguponanappropriate methodology and using appropriate methods of datacollectionandanalysisandengagingappropriatelyandeffectivelywithethicalissues

    Provide evidence of the students ability to deal holistically with

    Page12

  • theoretical, conceptual and empirical data in interpreting researchfindingsandgeneratingnewknowledge

    Provide evidence of the students ability to present and defendarguments based on theories, concepts and empirical evidence inmattersrelatingtoeducationandsociety;

    Make an original contribution to academic knowledge through theirresearch.

    Markswillbeallocatedasfollows:

    Researchproblem(10%):Formulation,Focus,Rationale

    U...

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