Education
MA

C Wright Mills’ essay ‘On Intellectual Craftsmanship’ continues to influence the development of students’ scholarly and academic skills. In the context of newly emerging forms of academic literacies there has been a resurgence in approaches to the craft of scholarship. The module, therefore, aims to engage students in a ‘systematic reflection’ of their developing scholarship at Masters level, facilitating their transition towards independent and autonomous learning.

The crafting of a journal in which students will address what they are doing professionally (and/or academically) with what they are experiencing as a person will encourage the critical reflection and development of their own academic needs. This will include an engagement with established and newly emerging approaches to research and academic writing at Level 7 (including those facilitated by digital technologies). Lectures and seminars provide opportunities to consider the skills needed to study at level 7 and the ways in which these skills can be identified (for example through literature reviews). Seminars and workshops will provide opportunities for students to present their ongoing work. Tutorials provide the opportunity for individual concerns to be addressed.

Formative assessment will be ongoing providing opportunity for students to synthesise their learning to date. Students will be able to take account of tutor feedback, peer review and self-assessment to identify their progress and where essential development areas remain. Summative assessment of the learning outcomes is by construction of a portfolio.

Module learning outcomes

On successful completion of this module, students will be able to:

• demonstrate the development of a reflexive approach to personal and academic competencies required for successful study of education at Level 7
• apply personal and academic competencies to Level 7 requirements in the study of education

Module content

There are four main areas of focus:

• reflective thought and practice to develop independence and autonomy
• skills of academic literacy, including abilities of criticality, evaluation and synthesis appropriate to study at masters level
• knowledge and understanding of academic numeracy appropriate for study at masters level
• skills of technological approaches to research appropriate to study at masters level

Module learning outcomes

On successful completion of this module, students will be able to:

• Evidence a critical understanding of educational research planning and design
• Critically analyse and evaluate a range of research methods and approaches used in educational research

Module content

Through consideration of research processes applied to educational inquiry, the student will be taken on a journey of exploration into the debates surrounding:

• models of educational inquiry
• research methodologies, approaches and methods
• approaches to ethically rigorous, valid and reliable research design
• choices and appropriacy of data collection tools and models of analysis

Module learning outcomes

On successful completion of this module, students will be able to:

• Outline and critically evaluate the feasibility of a small-scale educational study in an area of relevance to the student and the education profession
• Compile a critical review of pertinent academic literature in order to situate the educational study, drawing upon a range of sources from theory, policy and practice
• Design, implement and evaluate an appropriate and ethical methodology for the small-scale study, drawing upon pertinent academic literature to inform the appropriateness
• Collect, record, analyse and interpret data appropriate to the educational study in order to highlight the outcomes of the investigation in relation to existing knowledge
• Identify ways in which the educational study contributes to the development of education including opportunities for further small-scale educational studies
• Apply effective communication and presentation skills in line with those expected of a Master of Arts in Education

Module content

Independent study (dissertation) is the culmination of the student’s MA Education programme. Through engagement with this module, the processes involved in the planning, piloting, implementing and reporting of a substantial enquiry are explored. Through researching an aspect of educational practice in which they have a strong and committed interest, students will be challenged to deepen their knowledge, understanding and synthesis for one or more educational issues. The dissertation is a significant piece of work and it is expected to include a full and detailed account and analysis of the processes and procedures undertaken and of the outcomes worthy of dissemination to the wider profession.

Those studying for an MA Education with a specialist pathway descriptor are expected to choose independent studies relevant to their chosen pathway. Within this constraint, however, students have considerable scope for negotiating the precise nature and context of their independent studies.

The module builds on previous stages of the programme to allow students to further develop their research skills. Typically, students will engage in the following aspects of study:

• Research theoretical, professional and political perspectives on their chosen research area
• Knowledge of, and debate within, their chosen field
• Theoretical perspectives on research into educational practice
• Methodological issues, including feasibility of the research and ethical considerations, connected with research into educational practice
• Methods of rigorous, valid and reliable data collection techniques
• Arguments relating to validity, reliability and implications of the practice-based enquiry
• Methodological issues related to the analysis of evidence and findings from their practice-based enquiry
• Identification and justification of conclusions and recommendations
• Issues of communication of research outcomes
• Consideration of the management of time, resource and supervision

As a part of the module you will be required to consider current research literature and engage in academic debate relating to measurement and evaluation of learning and the synthesis for application to differing contextual and educational situations. There are also opportunities for students to develop a focus for practice-based studies in the field. Students will normally be required to address an issue relating to measurement and evaluation within the education profession, or to develop policies at an institutional level.

Module learning outcomes

On successful completion of this module, students will be able to: 

1. Demonstrate knowledge, understanding and synthesis to practice of theory, policy and research
2. Display the professional skills required for academic posters as presented at conference

Module content

The module will consider current educational professional debates from both a UK and international focus regarding assessment and evaluation of learning, assessment and evaluation for learning and assessment and evaluation at learning.  The debates might focus on current:

• Testing methods
• Socio demographic measures and target setting
• National, European and International evaluation data 

Students will be encouraged to relate the module to their own field of interest including under 5s, statutory, post-16 education and training and community learning environments.

The module is, therefore, designed to meet the needs of a wide range of educational interests and, through key lectures, workshops, seminars, discussions and individual tutorials, every opportunity will be taken to make full use of the knowledge and expertise they may bring to the course.

Formative assessment will provide opportunity for students to synthesise their learning to date and share ideas with peers; they will be in the form of seminar presentations. Students will be able to take account of tutor feedback, peer review and self-assessment to identify their progress.

Module learning outcomes

On successful completion of this module, students will be able to:

• Critically analyse how curricula respond to external influences, challenges and pressures as reported in authoritative literature and experienced in practice.
• Critically report on their own proposal for a potential small-scale curriculum development.

Module content

The module will include consideration of the ideological, social, cultural and economic factors which give shape to the curriculum, together with critical analytical reflection upon aspects of curriculum in practice, including:

• processes of curriculum design, development, implementation and evaluation
• curriculum models
• organising and managing the curriculum
• the role of the curriculum leader

Module learning outcomes

On successful completion of this module, students will be able to:

• Critically evaluate a range of theoretical approaches and teaching methods used in the language classroom
• To reflect on these in order to make recommendations for sustainable pedagogical practice

Module content

This module will draw from a range of theoretical approaches and methods which inform the practice of English language teaching. Popular methodology such as audio-lingualism, Community Language Learning (CLL) and the Silent Way will be critiqued. In recent years, the influence of a number of Approaches; the Communicative approach, Task-based Learning (TBL); the Lexical approach and Content Integrated Language Learning (CILC) will be explored. Other models such as Present, Practice and Production (PPP) will also be examined in relation to how students learn languages.

Module learning outcomes

On successful completion of this module, students will be able to:

1. Critically evaluate a range of second language acquisition theories
2. To synthesize the evaluation of second language acquisition theories in order to make recommendations for sustainable pedagogical practice

Module content

The module will draw from a range of theoretical perspectives on how languages are learned. Key thinkers in the field will be explored and critiqued including Chomsky, Krashen and Swain. The module is also designed to cover a range of topics surrounding the language learner and an exploration of critical questions such as:

• Who are language learners?
• What sort of English do they need?
• What sort of English should we be teaching?
• How do they learn it?

Module learning outcomes

On successful completion of this module, students will be able to:

1. Critically analyse contemporary theories on leadership in an applied context
2. Critically reflect and utilise the concepts of diversity, equality and quality procedures

Module content

This module is geared towards the contemporary changes in educational contexts. It focuses on the ways in which wide-ranging debates such as social justice, equality, and diversity (socio-economic group, BME groups, gender, disability) can be seriously and sustainably embedded into long-lasting educational leadership, management, and quality procedures, and evaluate a range of contemporary leadership theories.

The whole range of educational contexts can be used in order to provide exemplars of how leadership can be utilised, and the module is applicable to all levels of staff in educational contexts.

Module learning outcomes

On successful completion of this module, students will be able to:

1. Critically analyse and evaluate the application of the impact of social policy and culture on educational leadership
2. Critically reflect and utilise the leadership tool-kits to identify the change factors that enable their own organisation to move forward more effectively

Module content

This module intends to track current leadership principles in:

• Discussing the current change management debates
• Evaluating the potential impact upon those who work across all sectors: state maintained, for-profit and non-profit
• Examining of the extent of recent educational change together with the current state of the economy
• Analysing the position of both individual governments and leadership teams are reflected upon in terms of their ability to influence and react to such changes
• Utilising a range of seminal and contemporary leadership theories
• Discussing the range of strategies for effective leadership, including coaching and generating organisational change
• Evaluating the model of evidenced based outcomes for educational leadership
• Analysing contemporary debates on the range of policy and strategy decisions that are applicable to education

This module would allow education practitioners to address the challenges of supporting students in developing 21st century skills: learning and innovations skills; digital literacy skills; and life and career skills. The module also provides the opportunity to investigate digital solutions to enrich traditional instructional practices. The module provides the knowledge, skills and understanding to equip all those with an interest in the broad field of innovative education to accommodate the challenges and opportunities that arise when keeping pace with the changing landscape of teaching and learning approaches which may utilise the affordances of a range of technologies.

Module learning outcomes

On successful completion of this module, students will be able to:

1. Critically analyse and evaluate digital solutions and their underpinning pedagogies with relevance to 21st century teaching
2. To synthesize the evaluation of these digital solutions and pedagogies within their chosen context

Module content

The module consists of a critical review of what is meant by 21st century teaching and how it might be supported by the application of digital tools and services. Subjects for consideration will reflect current developments within the field but might typically include: developing communities of practice, strategies for developing creativity in teaching and learning, managing learning in cyberspace, encouraging self-directed learning, adopting supportive technologies, the design of innovative learning environments, open educational resources, social media applications and the expansion of MOOCs. Learners will investigate networking technology to make schools and other institutions more connected to communities and evaluate the challenges of providing equal access to educational content.