Undergraduate Course: Educational Studies 1a: Introduction to Education and Education Research (EDUA08101)
Course Outline
| School | Moray House School of Education |
College | College of Humanities and Social Science |
| Course type | Standard |
Availability | Available to all students |
| Credit level (Normal year taken) | SCQF Level 8 (Year 1 Undergraduate) |
Credits | 20 |
| Home subject area | Education |
Other subject area | None |
| Course website |
None |
Taught in Gaelic? | No |
| Course description | This introductory 20-credit course introduces education as a subject of study in its own right and is structured around two central and interwoven strands: past and current perspectives on education and its role in the 21st century; and an introduction to research and its importance to education and educational inquiry. In addition, a core part of the course which is embedded in all teaching and learning activities is a focus on academic literacies, which is supported by an introductory unit on learning at university.
Four half-days will be spent in schools during the second part of the semester, providing students with the opportunity to observe and familiarise themselves with schools as educational institutions 'from the other side of the teacher's desk': this opportunity will allow students to contextualise course content in the professional setting of the school.
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
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Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
| Additional Costs | None |
Information for Visiting Students
| Pre-requisites | None |
| Displayed in Visiting Students Prospectus? | No |
Course Delivery Information
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| Delivery period: 2014/15 Semester 1, Available to all students (SV1)
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Learn enabled: Yes |
Quota: 260 |
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Web Timetable |
Web Timetable |
| Course Start Date |
15/09/2014 |
| Breakdown of Learning and Teaching activities (Further Info) |
Total Hours:
200
(
Lecture Hours 20,
Seminar/Tutorial Hours 16,
Feedback/Feedforward Hours 2,
Formative Assessment Hours 2,
Programme Level Learning and Teaching Hours 4,
Placement Study Abroad Hours 12,
Directed Learning and Independent Learning Hours
144 )
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| Additional Notes |
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| Breakdown of Assessment Methods (Further Info) |
Written Exam
50 %,
Coursework
50 %,
Practical Exam
0 %
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| No Exam Information |
Summary of Intended Learning Outcomes
By the end of the course, and at a level appropriate to a first year undergraduate, students will be able to:
* Demonstrate critical engagement with the academic content of the course and consider this in light of their own experiences as learners through production of a weekly journal.
* Demonstrate an understanding of different theories of learning, and of the internal and external factors which can impact adversely on successful learning.
* Identify and explain the complex ways in which childhood is represented in a range of media and educational documentation and how we are positioned to respond to such representations.
* Identify and explain the causes and impact on learners of inequalities that many learners face and begin to consider ways to address such inequalities.
* Demonstrate a basic understanding of the value of educational research.
* Demonstrate a basic understanding of qualitative and quantitative research and identify the key differences between them.
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Assessment Information
1) Students will submit summary notes which synthesize, compare and contrast the main arguments in two articles (750 words). Submitted in week 3; worth 10% of total course mark.
2) Students will submit an account of how they have made use of evidence (e.g. direct/indirect evidence from the articles; additional background reading; appropriate use of evidence from personal/professional experience) to support a single line of argument in response to a straightforward question (750 words). Submitted in week 6; worth 20% of total course mark.
3) Students will submit an outline essay plan demonstrating their developing argument/line of thought (750 words). Submitted in week 9; worth 20% of total course mark.
4) The final assignment will allow students to draw on what they have learned from the tasks undertaken for weeks 3, 6 and 9 of the course, and on the reflective journal they have maintained throughout the course. Students will select two key articles on one of the themes in the course, and present a comparative critique in essay format using the reading, writing and reflective skills they have developed throughout the course, and drawing on further reading (2000 words). Submitted during examination diet; worth 50% of final course mark.
All assignments will be marked out of 100 and then aggregated as above. Students need to attain 40% aggregate to pass the course. Compensation is allowed between elements subject to attainment of at least 35% in the final assignment. |
Special Arrangements
| None |
Additional Information
| Academic description |
Not entered |
| Syllabus |
The course begins by examining education and its purposes from historical and current perspectives within different disciplines. Starting from a critical engagement with students¿ own learning experiences, there will be an examination of how childhood and adolescence have been and are currently represented. Central to this will be an introduction to different theories of learning, how assessment shapes learning, and a consideration of learning within higher education. Attention then turns to the reasons for, and consequences of, inequalities in education and learner attainment and the negative impact that such inequalities have on learners and their learning.
Students will be introduced to these topics through key texts and research publications and will begin to engage with research by asking the following key questions: What is research? Why is research important to education and educationalists? How do we learn from, about and through research? What are the main research approaches? How do we decide which are the most appropriate? How do we decide if research is useful? What is meant by ¿practitioner enquiry¿ and why has this term become influential in Scottish education? In this way they will gradually begin to acquire and develop the skills required to evaluate research.
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| Transferable skills |
Not entered |
| Reading list |
Bartlett, S. & Burton, D. (2012). Introduction to Education Studies. (3rd ed.). London, Sage.
Bryce, T. G. K. & Humes, W. M. (Eds.). (2008). Scottish Education. 3rd revised edition. Edinburgh: EUP.
Cohen, L., Manion, L., & Morrison, K. (2011). Research methods in Education. (7th ed.). London, Routledge.
Dufour, B. & Curtis, W. (Eds.) (2011) Studying Education: an introduction to the key disciplines in education. Maidenhead, Open University Press.
Smith, E. (2012). Key Issues in Education and Social Justice. London, Sage.
Wood, K. (2011) Education: The Basics. Abingdon, Routledge.
Wyse, D. (2012). The Good Writing Guide for Education Students. (3rd ed.). London, Sage.
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| Study Abroad |
Not entered |
| Study Pattern |
Lectures: 2 x 1 hours weekly, total 20
Workshops: 1 x 2 hours weekly, total 20
Serial days in school: 4 x 2.5 hours, total 10
Independent & student-organised group study: 150 hours
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| Keywords | Not entered |
Contacts
| Course organiser | Mr Mike Jess
Tel: (0131) 312 6001x278
Email: Mike.Jess@ed.ac.uk |
Course secretary | Mrs Lyndsey Black
Tel:
Email: lblack2@exseed.ed.ac.uk |
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