module specification

ED7125 - Specialist Study Module (2021/22)

Module specification Module approved to run in 2021/22
Module status DELETED (This module is no longer running)
Module title Specialist Study Module
Module level Masters (07)
Credit rating for module 20
School School of Social Professions
Total study hours 200
196 hours Guided independent study
4 hours Assessment Preparation / Delivery
Assessment components
Type Weighting Qualifying mark Description
Coursework 100%   Essay (5000 words)
Running in 2021/22

(Please note that module timeslots are subject to change)
No instances running in the year

Module summary

The module aims: 
• to offer an expanded range of possible topics for study;
• to support early-career teachers desiring to expand and develop their knowledge base in a particular area.


Content will be decided by negotiation between student and supervisor.  Students are entitled to 4 hours of supervision over the course of the semester in which they take the module.

Learning Outcomes LO1 - LO4

Balance of independent study and scheduled teaching activity

Individual tutorials in negotiated combination with self-directed study.

Learning outcomes

At the end of the module students will have:
1. informed themselves about a specific area of professional or academic interest relating to the study of Education;
2. developed, clarified and informed their own research interests;
3. exercised academic search and communication skills, including the setting of specific goals for their study;
4. extended her/his confidence in discovering and selecting material, and relating it to a particular task within a particular theoretical perspective.

Assessment strategy

Individual tutorials in negotiated combination with self-directed study.


Bibliography is contingent on topic. For example:


Core Books

Preedy, M; Bennett, N and Wise, C  (eds) (2012) Educational Leadership. Context, Strategy and Collaboration. London: Sage

Wise, C; Bradshaw, P and Cartwright, M (2013) Leading Professional Practice in Education. London:Sage

Cornbleth, Catherine. (1990) Curriculum in Context, Basingstoke: Falmer Press.
Day, C., Sammons, P., Hopkins, D., Harris, A., Leithwood, K., Gu, Q., Brown, E., Ahtaridou, E., and Kington, A. (2009) The Impact of School Leadership on Pupil Outcomes, Final Report to DCSF, RR108, London, Department for Children, Schools and Families.

Fielding, M. and Moss, P. (2010) Radical Education and the Common School, London, Routledge.

Hinde, E. R. (2004). School culture and change: An examination of the effects of school culture on the process of change. Essays in Education, 11.

Thompson, P and Sanders, E (2010) Creativity and whole school change: An investigation of English headteacher practices. Journal of Educational Change, 11: 63-83

Woods, P.A., Bennett, N., Harvey, J.A. and Wise, C. (2004) ‘Variabilities and dualities in distributed leadership’, Educational Management Administration and Leadership, vol. 32, no. 4, pp. 439–57.

Leaders, Learn the Right Way to Make Mistakes (approx. 6 min)

Campbell, C. (2002) Developing Inclusive Schooling: Perspectives, Policies and Practices, London: Institute of Education.
Cheminais, R. (2001) Developing Inclusive School Practice: A Practical Guide, London: David Fulton.
Cheminais, R. (2010) Special Educational Needs for Newly Qualified Teachers and Teaching Assistants: A Practical Guide, 2nd edition, London: Routledge.
Cowne, E. A. (2003) The SENCO Handbook: Working within a Whole-School Approach, London: David Fulton.
Clough, P. Garner, P. Pardeck, J. T. and Yuen, F. (eds.) (2005) Handbook of Emotional and Behavioural Difficulties, London: Sage.
Farrell, M. (2009) The Special Education Handbook: An A-Z Guide, 4th edition, London: David Fulton.
Farrell, M. (2010) Debating Special Education, Abingdon: Routledge.
Frederick, N. and Cline, T. (2009) Special Educational Needs, Inclusion and Diversity: A Textbook, 2nd edition, Berkshire: Open University Press.
Gibson, S. and Blandford, S. (2005) Managing Special Educational Needs: A Practical Guide for Primary and Secondary Schools, London: Paul Chapman Publishing.

Jenkinson, J. (1997) Mainstream or special - educating students with disabilities, London: Routledge
Keith, T. Maloney, S. (eds.) (2005) The RoutledgeFalmer Reader in Inclusive Education, London: RoutledgeFalmer.
Mittler, P. (2000) Working towards inclusive education - social contexts, London: David Fulton Publishers
Richardson, R. and Wood, A. (2000) Inclusive Schools, Inclusive Society: race and identity on the agenda. Stoke on Trent: Trentham
Rustemier, S. (2002) Social and Educational Justice:The Human Rights Framework for Inclusion, Bristol: Centre for Studies on Inclusive Education.
Sage, R. (ed.) (2010) Meeting the Needs of Students withDiverse Backgrounds, London: Continuum International Publishing Group.
Thomas, G. and Loxley, A. (2007) Deconstructing Special Education and Constructing Inclusion, 2nd edition, Maidenhead: Open University Press.
Tilstone, C., Layton, L., Anderson, A, Gerrish, R. Morgan, J., and Williams, A. (2004) Child Development and Teaching Pupils with Special Educational Needs, London: RoutledgeFalmer.
Waber, D. P. (2010) Rethinking Learning Disabilities: Understanding Children Who Struggle in School, New York: Guilford Press.
Wall, K. (2006) Special Needs and Early Years: A Practitioner’s Guide, London: Paul Chapman Publishing.
Alred, G., Byram, M., and Fleming, M. (2003) (ed): Intercultural Experience and Education. Multilingual Matters. Cleveland.

Anderson, J. and Chung, Y.-C. (2011) ‘Finding a voice: Arts-based creativity in the community languages classroom’, International Journal of Bilingual Education and Bilingualism, 14(5), pp. 551–569. doi: 10.1080/13670050.2010.537742.

Antaki, C. and Widdicombe (eds) (1998) Identities in Talk. London: SAGE

Arthur. J (2001) Code Switching and collision: Classroom interaction in Botswana primary schools' in Voices of Authority, Education and linguistics difference, in Heller, M. and Martin Jones(eds) 57-75, Westport, CT: Albex.

Baker, C. (2007) Bilinguality and literacy: Principles and practice. Edited by Manjula Datta. United Kingdom: Continuum International Publishing Group.

Baker, C. (2006) (5th ed.) Foundations of Bilingual Education and Bilingualism Chapters

Baker, C. Hornberger, H. (ed) (2001): An Introductory Reader to the Writings of Jim Cummins. Multilingual Matters. Cleveland.

Baker, C. (1998): An Encyclopedia of Foundations of Bilingual Education and Bilingualism.  Multilingual Matters. Cleveland

Barton, D and Trusting, K (eds) 2005, Beyond Communities in Practice: Language Power and Social context, Cambridge: Cambridge university Press

Bialystok, E. (ed.) (1991) Language Processing in Bilingual Children. Cambridge: Cambridge University Press.

Blackledge, A. (2000) Literacy, Power and Social Justice.

Blackledge, A. (2005) Discourse and Power in a Multilingual World, Amsterdam: John Benjamins

Bruner, J (1986): Actual Words and Possible Meanings. Harvard University Press.

Cazden, C.B., John, V.P. and Hymes, D. (1972): Functions of Language in the Classroom. New York: Teacher College Press.

Conteh, J. (2003) Succeeding in diversity: Culture, language and learning in primary classrooms. United Kingdom: Trentham Books.

Creese, A. and Blackledge, A. (2011) ‘Separate and flexible bilingualism in complementary schools: Multiple language practices in interrelationship’, Journal of Pragmatics, 43(5), pp. 1196–1208. doi: 10.1016/j.pragma.2010.10.006.

Cummins, J. (1985) Bilingualism and special education: Issues in assessment and pedagogy. San Diego, CA: College-Hill Press.

Cummins, J. (2000) Language, power and pedagogy: Bilingual children in the crossfire. United Kingdom: Multilingual Matters.

Cummins, J. (2000) Language Power and Pedagogy. Multilingual Matters. Cleveland.

Cummins, J. (1996) Negotiating Identities: Education for Empowerment in a Diverse Society California Association for Bilingual Education

Datta, M. (2007, 2nd ed.) Bilinguality and Literacy: Principles and Practice. Continuum. London

Datta, M. and Pomphrey, C. (2004): A world of languages: developing children’s love of languages. CILT. London

De Fina, A (2003) Identity in narrative: A study of immigrant discourse, Amsterdam/Philadelphia: John Benjamins

Drury, R. (2007) Young bilingual children talking and learning at home and school: Researching multilingual voices. Stoke-on-Trent: Stylus Publishing.

Duranti, A and Goodwin, C (1992) Rethinking Context: Language as an interactive phenomenon. Cambridge: Cambridge University Press.

Eckert, P. (2000), Linguistic Variation as Social Practice. Malden, MA: Blackwell

Extra, G. and Yağmur, K. (2004) Urban Multilingualism in Europe: Immigrant Minority Languages at Home and School, Clevedon: Multilingual Matters

Fishman, J. 1987: Language and Ethnicity in Minority Sociolinguistic Perspectives Multilingual Matters. Cleveland.

Fishman J.A. (1991) Reversing Language Shift  Clevedon: Multilingual Matters. Cleveland

Giles, H. & Coupland, N.  1991 Language Contexts and Consequences, Open University Press.

Gregory, E. Long, S. Volk, D. (2004) (ed) Many Pathways to Literacy. RoutledgeFalmer. London

Grosjean, F. (1982) Life with Two Languages. Cambridge, Mass.: Harvard University Press.

Grover, S. and Grover, M. (2008) BFN 25 3. Available at: (Accessed: 1 February 2016).

Hall, D. (1995) Assessing the needs of bilingual pupils. London, David Fulton Publishers.

Hall, D., Griffiths, D. and Haslam, L. (2001) Assessing the needs of bilingual pupils: Living in Two languages (resource materials for teachers). 2nd edn. London: David Fulton Publishers.

Hamers, J. and Blanc, M. (1991): Bilinguality and Bilingualism. Cambridge University Press.

Heath, S.B. (1983) Ways with words: Language, Life and Work in Communities and Classrooms, Cambridge: Cambridge University Press.

Hull, G. and Schultz , K. (2002) (eds.) Schools Out New York: Teachers College Press

Issa, T and Hatt, A. (2013) Language , Culture and Identity in the Early Years. London: Bloomsbury 

Issa, T. (2005) Talking Turkey. London, Trentham Books

Issa, T. and Oztürk (2008) Practical Bilingual Strategies for Multilingual Classrooms’. Leicester: UKLA publications.

Issa, T. and Eve. (2009) P. Making Maths curriculum more accessible: Strategies for children learning EAL. NALDIC website January 2009

Issa, T. and Williams, C. (2009) Realising Potential: Complementary Schools in the UK. Stoke on Trent: Trentham, Books.

Issa, T. and Hatt, A. (2013) Language, Culture and Identity in Early Years. London: Bloomsbury Publishing.

Kenner, C. (2004) Becoming biliterate: Young children learning different writing systems. Stoke-on-Trent: Stylus Publishing.

Kramsch, C. (1998) Language and Culture. Oxford University Press

Ladson-Billing, G. and Gilborn, D (ed.) (2004) Reader in Multicultural Education, London, RoutledgeFalmer.

Lytra, V. (2008) Play Frames and Social Identities, Amsterdam/Philadelphia: John Benjamin.

Martin-Jones, M. and Jones, K.  (eds.), Multilingual Literacies: Reading and writing different worlds. Amsterdam/Philadelphia: John Benjamins Publishing Company. 

McWilliams, N. (1998)What’s in a word:Vocabulary development in multilingual classrooms. London, Trentham Books.

Obied, V. M. (2009) ‘How do siblings shape the language environment in bilingual families?’, International Journal of Bilingual Education and Bilingualism, 12(6), pp. 705–720. doi: 10.1080/13670050802699485.

Rogoff, B. (1990): Apprenticeship in thinking. New York: Oxford University Press

Vygotsky, L. (1978): Mind in Society. Cambridge, MA: Harvard University Press

Skutnabb-Kangas, T. (1981) Bilingualism or Not: The education of Minorities. Cleveland Multilingual Matters

Reports and other educational documents:

The Bullock Committee Report 1975, Language for Life  

DES (1985) The Swann Report: Education for All

The Parekh Report (2001) The Future of Multiethnic Britain. London, Profile Books

TTA (2001) Raising the Attainment of Minority Ethnic Pupils (

The National Curriculum (2000)