The outcomes of this module will comprise:
a) a written summary including research findings, a discussion in relation to literature and conclusion with implications for classroom practice
b) an 'intervention' which outlines how the student will place the chosen aspect under scrutiny.
Aims and Objectives
Having successfully completed this module you will be able to:
- How an educational issue is presented in practice in a classroom situation
- Presenting research in an appropriate written format
- Using appropriate methodology in your own research
- An issue that is central to your subject specialism
- Analysing and evaluating the differences and similarities between theory and practice
The syllabus content will be determined by both the subject specialism which the student is following and the particular aspect that the student identifies for their assessment. Generic content will focus upon how writers present their research findings, how they discuss research in relation to existing literature, and how to write Master's level.
Learning and Teaching
Teaching and learning methods
Teaching is usually by a range of lectures, small group seminars and individual tutorials. Trainees are expected to spend time (approximately 135 hours) researching this assignment as individuals
|Total study time||200|
Resources & Reading list
Note:. You will be given access to many resources to support your assignment. These will be made available on Blackboard. Examples of possible texts are shown above.
Hopkins, D. (2008). A teacher's guide to classroom research. Maidenhead: Open University Press.
Cohen, L., Manion, L., Morrison, K. (2007). Research Methods in Education. London: Routledge-Falmer.
Bell, J. (2010). Doing your research project.. Milton Keynes: Open University Press.
Kincheloe, J.L. (2002). Teachers as researchers. London: Routledge.
Dillon, J., & Maguire, M. (2007). Becoming a teacher. Berkshire: Open University Press.
This module is not subject to anonymous marking, as topics chosen relate to a specific trainee's teaching practice and requires intervention plans with pupils and therefore the individual is identifiable.
Summative assessment description
Referral assessment description
Repeat type: Internal & External