SS4030 - Becoming an Educationist: Reading, Writing and Enquiry (2018/19)
|Module specification||Module approved to run in 2018/19|
|Module title||Becoming an Educationist: Reading, Writing and Enquiry|
|Module level||Certificate (04)|
|Credit rating for module||30|
|School||School of Social Professions|
|Total study hours||300|
|Running in 2018/19||
The module provides orientation to study in HE with reference to Education Studies. It focuses on transferable skills including those of reading, writing and oral communication as well as those of digital literacy while also providing an introduction to the theoretical underpinnings and methods of qualitative educational research.
This module aims to:
• Introduce students the conventions of academia and academic study;
• Support students with a range of transferable skills including writing, reading and oral communication as well as digital literacy;
• Encourage students to use academic discourse with confidence and familiarise themselves with academic literature;
• Introduce students to educational research and support them with conducting a small-scale qualitative research project.
Reflection on personal learning biography to raise awareness of personal strengths and weaknesses and to develop their learning/learning outcomes. LO1
Through theoretical inputs and practical activities the module develops students’ transferable skills and their confidence in conducting literature searches, evaluating and producing academic writing, and presenting academic arguments. LO2,LO3
Introduction to the ideas and the practices of educational research through the use of current examples. LO4
Engagement with a small-scale qualitative research project and allowing students to critically reflect on the findings as well as the study design in regards to professional and ethical guidance. LO1,LO5
Balance of independent study and scheduled teaching activity
The module is taught through a series of lectures, seminars, workshops and tutorials. Guest talks introduce students to relevant services offered by the University as well as other resources available to them in the HE context. Students are actively guided and supported with the development of their study skills and they are encouraged to engage with their learning in a reflective manner by keeping an e-portfolio. They are also undertaking a small-scale educational research to reflect on professional ethical practice.
Opportunities for individual and collective feedback are offered throughout the course of the module.
The Virtual Learning Environment (VLE) contains additional materials and resources, which students are asked to explore independently.
On successful completion of this module students will be able to:
1. Develop their reflective practice to enhance their learning and learning outcomes;
2. Demonstrate knowledge and understanding of the characteristics of academic reading, writing and oral presentation;
3. Show competence in referring to the work of others in precise and appropriate ways, and employ a systematic mode of referencing;
4. Show awareness of a range of educational research modes and methods;
5. Conduct a small-scale qualitative research project and critically reflect on their experiences in regards to professional and ethical practice.
Three items of coursework:
1. A personal reflection (500 words) on personal learning.
2. A research report (2000 words) outlining the findings of a small-scale qualitative research project.
3. An e-portfolio presenting at least three specific learning projects, incl. a brief outline of key learning points (500 words).
Beckett, D. & O’Toole, J. (2013). Educational research: Creative thinking and doing. Oxford: Oxford University Press.
Burns, T. & Sinfield, S. (2016, 4th Edition). Essential study skills: The complete guide to success at university. London: Sage.
Burton, D. & Bartlett, S. (2009). Key issues for education researchers. London: Sage.
Bryman, A. (2012, 4th Edition). Social research methods. Oxford: Oxford University Press.
Denzin, N. & Lincoln, Y. (eds.) (2005, 3rd Edition). Handbook of qualitative research. Thousand Oaks: Sage.
Judge, B., Jones, P. & McCreery, E. (2009). Critical thinking skills for education students. Exeter: Learning Matters.
Matheson, D. (eds.) (2011, 3rd Edition). An introduction to the study of education. London: David Fulton.
Northedge, A. (2005, 2nd Edition). The good study guide. Milton Keynes: The Open University.
Scott, J. & Marshall, G. (2009, 3rd Edition). A dictionary of sociology. Oxford: Oxford University Press.
Silverman, D. (2013). Doing qualitative research: A practical handbook. London: Sage.
Solomon, A., Wilson, G. & Taylor, T. (2012). 100% information literacy success. Boston: Wadsworth.
Thomas, G. (2013). Education: A very short introduction. Oxford: Oxford University Press.
Trotman, D., Lees, H. E. & Willoughby, R. (eds.) (2017) Education studies: The key concepts. London: Routledge.
Ward, S. (2012, 3rd Edition). A student’s guide to education studies. London: Routledge.
Arthur, J., Waring, M., Coe, R. & Hedges, L. V. (eds.) (2017). Research methods and methodologies in education. London: Sage.
Ball, S. J. (2013, 2nd Edition). The education debate. Cambridge: Polity Press.
Brookfield, S. D. (2017, 2nd Edition). Becoming a critically reflective teacher. San Francisco: Jossey Bass.
Cohen, L. & Manion, L. (2011). Research methods in education. London: Routledge.
Curtis, W. & Ward, S. (eds.) (2013, 3rd Edition). Education studies: An issue based approach. London: Sage.
Didau, D. (2016). What if everything you knew about education was wrong? Bancyfelin: Crown House Publishing.
Ghaye, T. (2010, 2nd Edition). Teaching and learning through reflective practice. London, Routledge.
hooks, B. (2010). Teaching critical thinking: Practical wisdom. London: Routledge.
Jeffers, S. (2007, revised edition). Feel the fear and do it anyway: How to turn your fear and indecision into confidence and action. London: Century.
Jones, K. (2015, 2nd Edition). Education in Britain: 1944 to the present. Cambridge: Polity Press.
Judge, B., Jones, P. & McCreery, E. (2009). Critical thinking skills for education students. Exeter: Learning Matter.
Madd, M. (2006). 99 Ways to tell a story: Exercises in style. London: Random House.
McIntosh, P. (2010). Action research and reflective practice: Creative and visual methods to facilitate reflection and learning. London: Routledge.
Rogers, C. (2004). On becoming a person: A therapist’s view of psychotherapy. London: Constable & Robinson.
Rogers, C. (1996). A way of being. Boston: Houghton Mifflin.
Rogers, C. & Freiberg, J. H. (1994, 3rd Edition). Freedom to learn. London: Prentice Hall.
Savin-Baden, M. & Tombs, G. (2017). Research methods for education in the digital age. London: Bloomsbury.
Schmidt, L. (2004). Classroom confidential: The 12 secrets of great teachers. Portsmouth: Heinemann.
Swennen, A. & Van Der Klink, M. (eds.) (2008). Becoming a teacher educator: Theory and practice for teacher educators. Dordrecht: Springer.
Unwin, A. & Yandell, J. (2016). Rethinking education: Whose knowledge is it anyway? Oxford: NoNonsense.
Wellington, J. (2015, 2nd Edition). Educational research: Contemporary issues and practical approaches. London: Bloomsbury.
Wood, P. & Smith, J. (2016). Educational research: Taking the plunge. Carmarthen: Independent Thinking Press.
British Educational Research Association: https://www.bera.ac.uk/
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