Undergraduate Course: Educational Studies 1a: Introduction to Education and Education Research (EDUA08101)
|Moray House School of Education
|College of Humanities and Social Science
|Credit level (Normal year taken)
|SCQF Level 8 (Year 1 Undergraduate)
|Available to all students
|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.
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.
Entry Requirements (not applicable to Visiting Students)
| Students MUST have passed:
Students MUST have passed:
| Prior to beginning this course, students may require to apply to join (and cover the cost of joining) the 'Protecting Vulnerable Groups (PVG) Scheme'. Advice on how to do this can be obtained by contacting the Moray House School of Education Student Support Office. This process can take several weeks and should be completed prior to the start of the course.
Information for Visiting Students
|In addition to membership of the PVG scheme, visiting students may also require to provide a 'Certificate of Good Conduct' and/ or a character reference from the relevant authorities in their own country. Please contact Moray House School of Education Student Support Office for further details.
|High Demand Course?
Course Delivery Information
|Not being delivered
On completion of this course, the student 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 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.
|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.
|Graduate Attributes and Skills
|Prior to beginning this course, students must apply to join (and cover the cost of joining) the 'Protecting Vulnerable Groups (PVG) Scheme'. Advice on how to do this can be obtained by contacting the Moray House School of Education Student Support Office. Students on the MA in Primary Education with... and the MA Physical Education programmes should already hold PVG Scheme membership. However, students who are unsure about whether they do hold the relevant PVG Scheme membership should check with the Student Support Office prior to beginning the course. Bear in mind that the PVG Scheme membership can take several weeks to arrange.
For students who have never been resident in the UK; and students who are normally resident outside the UK, but who have been living in the UK during the 12 month period immediately prior to the course start date:
Prior to beginning this course you must apply to join the PVG Scheme (information above).
In addition to joining the PVG Scheme, you are asked to obtain (and cover the cost of obtaining) one of the following:
1. A Certificate of Good Conduct¿ from the relevant authorities or a letter from the police authority in your own country confirming that you have no criminal record. This information is available if you live in any of the following countries:
Argentina, Australia, Austria, Belgium, Bermuda, Brazil, Canada, China, Colombia, Costa Rica, Denmark, Finland, France, Germany, Ghana, Greece, India, Italy, Ivory Coast, Jamaica, Japan, Lebanon, Luxembourg, Malaysia, Malta, Morocco, Netherlands, New Zealand, Norway, Peru, Philippines, Poland, Portugal, Romania, Singapore, South Africa, Spain, Sweden, Switzerland, Syria, Trinidad & Tobago, Tunisia, Turkey, Uganda, USA, Zambia.
2. If you are not resident in any of the above countries and you are unable to obtain this information, you are asked to provide a further written character reference. This reference should be provided on letter-headed paper by a professional person (e.g. employer, doctor, teacher etc) who is not related to you and whom you have known for at least the last two years. The referee should not be the same as your UCAS/UTT referee. The purpose of this additional reference is to confirm the referee has known you for a period of two years and can vouch for your good conduct and character. In addition you must complete and return a Self-Declaration Certificate, which is available from the School of Education Student Support Office.
Student who do not have PVG Scheme membership and (where required) suitable Overseas Certificates/reference (as detailed above), may be unable to take this course.
|Mr Mike Jess
Tel: (0131) 312 6001x278
|Mrs Lyndsey Black
Tel: (0131 6)51 4191