www.brunel.ac.uk/EdD August 2011

Postgraduate study

doctor of education (edd)

School of Sport AnD EDucAtion

education at Brunel — experience, expertise and excellence in one place

Brunel University has a reputation as one of the leading institutions for the teaching of professional education in the UK. Our courses are consistently rated ‘excellent’ by external inspections such as the Quality Assurance Agency.

We offer innovative degree programmes geared to the challenges and changes affecting education in the 21st century and tailored to the needs of a broad range of educational professionals. A distinctive feature of studying professional Education at Brunel is that the process of learning is informed by our academics’ own research. External assessors particularly praise the way our staff ‘use their cutting-edge research in their teaching, making research integral to students’ experience’.

Brunel University is a vibrant community that responds to external forces with expertise and enthusiasm, and backs this up with excellent learning and support services, newly refurbished teaching accommodation and first-rate sporting and arts facilities.

Dr Sue Collins leads Education at Brunel and is responsible for developing its teaching, research and consultancy activities.

Sue was a primary/middle school class teacher before moving into Initial Teacher Education in 1992. She has many years experience as a lecturer in primary science education, undertaking her PhD studies in science education during the transitional phase from primary to secondary education. Sue has considerable experience as an education professional and personal tutor to students and for a number of years worked with practising teachers as a mentor. Sue has developed a range of research interests including science education at KS1,2 and KS3; assessment processes, procedures and outcomes in primary and secondary education; development of primary teachers’ practice through classroom-based research and underachievement of pupils in primary schools.

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Why study for a doctor of education?

• Youwillgainknowledgeandexpertiseinaspecialistfield at the forefront of your profession;

• Youwillacquirenewresearchskillstomakeanoriginalcontribution to your particular field of study;

• Alreadyanexperiencedprofessional,youwillbeabletotakenew skills and ideas back to your current work or use them to help you move into new roles or educational environments.

Why study Brunel’s doctor of education?

• Thisprogrammecombinestheacademicrigourofa PhD with a distinctive professional orientation acquiredthroughspecialisedtaughtcomponents;

• Itisorganisedwiththetime-constraintsofthebusyprofessional in mind, using intensive periods of teaching supported by electronic communication and directed study;

• Enthusiastictutorscombinebroad-rangingexpertiseinavarietyof aspects of education with the skills and knowledge needed to develop students’ academic and professional potential;

• Youareencouragedtoenhanceyourcareeropportunities and to develop your capacity in your own working professional environment.

Why study education at Brunel? • Brunelhasunrivalledexperienceinprofessionaleducation—

a community which can trace its roots in education back to the 18thcentury.Ithasdevelopedavibrant,dynamicculturethatpromotes and supports change in a dedicated centre for the professional development of those in education and related fields;

• Brunelisaleadingresearchcentreforworkinaspectsrelated to professional education including, for example, teacher education and working with more able children;

• Supportivestudentlearninggroups.

Professor Valsa Koshy is Director of research in Gifted and Talented Education at Brunel and founded the Brunel Able Children’s Education Centre, the first University-based centre for supporting the education of higher ability students, in 1996.

Valsa teaches on the EdD programme and is the principal investigator on several research projects. She is the author of several books on gifted education and mathematics education and has written papers for both national and international journals. Her particular research interests include search and fulfilment of inner-city talent, provision for gifted children aged 4-11 and aspects of giftedness in mathematics.

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4 www.brunel.ac.uk/EdD

about the doctor of education (edd)

How to apply

Apply for this course online:

• EdDEducationResearch-Full-time(FT)

• EdDEducationResearch-Part-time(PT)

Inadditiontoacompletedon-lineapplicationform,wewillrequirearesearchproposal, two academic references and copies of your highest degree certificates.

Yourapplicationwillbeconsideredby two members of the EdD teaching team.Subjecttomeetingourentryrequirements,youwillbeinvitedtointerview. During interview, you will have the opportunity to discuss your proposed research and professional experience.

entry requirements

Youmusthaveagoodfirstdegree(uppersecondorfirst)inanEducationorEducation related discipline and preferably hold a relevant Master’s degree obtained fromaUKuniversityoroverseasequivalent.

Youshouldalsohaveaminimumofthree years of full-time experience in employment in a relevant professional area.

Applicants whose first language is not English must demonstrate competence in English language to a minimum overallscore(forreading,writingandspeaking)ofIELTSLevel7.0orequivalent.

Mode of study

Registrationperiodsare:

Fulltime: minimum36months;maximum 48 months

Parttime:minimum36months;maximum96months

Studentsareencouragedtosubmittheirthesis for viva voce examination within their minimum registration periods.

aims

Theprogrammeisaimedatexperiencedprofessionals in education and education related fields who wish to extend their expertise and training through a taught programme of study and a research-based thesis. Our cohorts have included teaching staff in schools, colleges and universities; professional trainers in the private and public sectors; educational administrators in local and national government and education-relatedinspectors.Thecourseisregularly reviewed to ensure it meets the changing needs of the education and education related professions.

teaching methods

We use a variety of teaching methods throughout the course, including lectures, seminars, workshops, small group discussions and directed study activities.Youwillbesupportedbytwoacademic supervisors and the Programme Leaderthroughoutyourstudies.

Dr Deborah Jones leads the Doctor of Education Programme.

Formerly a primary school teacher, Deborah then became part of the Education inspectorate and advisory service for a London Local Authority. Since joining Brunel University Deborah has had experience in managing a range of course, both undergraduate and postgraduate, including a degree programme in Hong Kong. Her research interests include gender and education, specifically male teachers working with young children and the teaching of literacy. Recent publications include “Men in the Lives of Young Children” and

“Metacognitive Approaches to Developing Oracy”. Deborah’s forthcoming book

“Unlocking Speaking and Listening” will be published by Routledge later this year.

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course content

Thedegreehasthreeelements:

1. Taught Research Training Component

Thiscompulsoryelementisdesignedtoprovide you with a systematic and wide-ranging understanding of the traditions and methods relating to education related research.Thetrainingwillsupporttheselection of an appropriate research methodology and develop skills in the presentation of research findings. As wellaswritingaCriticalReflectiveCommentary, you will study three areas:

• PhilosophicalIssuesinResearch

• MethodsofDataCollectionand Data Analysis

• ResearchDesign

2. Institution-focused study (IFS)

TheIFSisareportofapproximately10,000wordswhichprovidesyouwithanopportunitytoreflectonandextendyourunderstanding of their professional role andresearchexpertise.Youwillalsohavethe opportunity to apply your expertise in a practical way through an extended piece of research using the knowledge, understandingandskillsacquiredintheResearchTrainingComponent.TheIFSisconducted in a specific education related institution to which you will have access and is focused on the professional activities related to your research in that institution.

3. Research Based Thesis

Yourthesis(minimum40,000words)will demonstrate originality and independent critical ability within your chosen field of research. Conforming to University guidelines, it will also make a distinct and original contribution to knowledge within professional education and demonstrate its relevance to the professionalcontext.Recentcompletionsrelate to research in these specified areas:

“The disposition of university students towards communal e-learning styles”

“Giving and receiving compliments: a Lebanese cultural phenomenon”

“Joining the Dots and seeing the whole picture – initial teacher education for mental mathematics”

“The implementation and impact of the Secondary National Science Strategy: a single school case study to explore classroom teaching styles and the responses of students to these initiatives”

“Young people’s and employers’ perceptions of equal opportunities in the world of work”

“Slowly walking backwards: an interpretative phenomenological analysis of students’ perceptions”

“Learning English as a foreign language in a non-native country and speaking in the UK: lived experience of Nepalese students”

“Working through change: an FE insider’s analysis of lived experience in a time of constant change”

assessment

Theresearchtrainingisexaminedbyan independent member of academic staff on completion through a Portfolio ofapproximately18,000words.ThePortfolio must be passed as a whole beforeprogressingtoIFS/Thesisstage.

TheIFSwillbeassessedbyanindependentannual progression panel to which you will need to demonstrate how this study and your other work have contributed to your professional development and an extended understanding of your professional role.

TheIFSandThesisarecombinedfor summative final assessment through a viva voce examination.

Chris Lloyd-Staples was awarded his Doctor of Education degree in November 2010:

I’m the County Adviser for Science in Buckinghamshire, a role that I took on in year 2000 following 20 years teaching in schools. My job is very demanding, but there were some days when I could create a little space for my own professional interests. I decided that I’d like to gain a higher qualification, and that a part-time doctorate could fit around my workload. My motivation for doing this was entirely a matter of pride — several of my University mates had taken PhDs and I knew that I could too!

The advantage of the EdD for me was the flexibility to work on it in the relatively slack periods in my work, and put it aside when work is hectic. It was very exciting when I got into the research and frustrating when I had to put it on hold for several months at a stretch.

The initial phase of the EdD is partly taught, and the first lectures were a real eye-opener for me. My scientific background did not prepare me for discussions on the uncertainty of truth! My supervisors were always very prepared to support and assist, and their expertise was really important when making sense of the literature. The most significant help to me was their comments on what I had written, guiding my style and thinking processes.

The benefits to me were two-fold. First, I’ve became much more aware of literature related to my work, and some of the influences that affect what goes on in schools. This has made me better able to contribute to professional dialogue, and even resulted in a BBC radio programme about my work. The second benefit was to open up a whole new way of thinking about the world and the philosophical standpoints that I had previously ignored. From a personal perspective, this enabled me to better understand other people’s views — though not necessarily agree with them.

Overall, the EdD process was an extremely positive experience, full of intellectual excitement and new approaches. My advice to other students would be to always recognise changes in standpoint and greater flexibility of thought. My personal frustrations were linked to my inability to set time aside and you need to promise yourself this will improve!

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BrunelUniversityisinUxbridgeonthewesternedgeofLondon,ItisideallylocatedforreachingthetransportnetworkthatservesLondon,theThamesValley,HeathrowAirportandtherestofSEEngland.ItisashortdrivetotheM4,M40andM25andhastheaddedbenefitofbeingconnectedtotheLondonUndergroundnetwork.

enquiries

If you have any questions about the EdD or wish to arrange an informal meeting to discuss your application, please contact:

ResearchAdministratorSchoolofSportandEducationBrunel University KingstonLaneUxbridgeUB83PHENGLAND

Tel:+44(0)1895266492Fax:+44(0)1895269769

Email: sse-pgrcourses@brunel.ac.uk Web:www.brunel.ac.uk/EdD

other useful information

BrunelInternational:http://www.brunel.ac.uk/international

Postgraduate Courses: http://www.brunel.ac.uk/courses/pg

ResearchatBrunel:http://www.brunel.ac.uk/research

SchoolofSportandEducation:http://www.brunel.ac.uk/about/acad/sse

www.brunel.ac.uk/EdD August 2011

Every effort has been made to ensure the accuracy of the information in this brochure and the University will take all reasonable action to deliver these servicesinaccordancewiththedescriptionssetoutinit.However,theUniversityreservestherighttovarytheseservices,usingallreasonableeffortstoofferasuitablealternative.Allcosts,ratesandpricesstatedinthisbrochurearesubjecttoamendmentandshouldbetakenasaguideonly.

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