Undergraduate Course: Educational Studies 1a: Introduction to Education and Education Research (EDUA08105)
|School||Moray House School of Education and Sport
||College||College of Arts, Humanities and Social Sciences
|Credit level (Normal year taken)||SCQF Level 8 (Year 1 Undergraduate)
||Availability||Available to all students
|Summary||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 is divided in two blocks.
In Block 1: Policy and Practice for Inclusion, Weeks 1 to 5 are focused on different areas of inclusion and the diversity of learners teachers meet in the course of their work. Students are asked to consider teachers' importance as a role model for learners, an agent of transformation and change, and the pivotal point through which educational policy can be enacted in educational settings. As the weeks move on, they will look at Additional Support Needs, race and multiculturalism, and physical impairments of various kinds to see how they can ensure their teaching practices meet different learners' needs in the light of inclusion and social justice.
In Block 2: Schools of the Future, Weeks 5 to 11 build on the gained knowledge and understanding to consider the purposes and role of schooling, the development of future inclusive schools in the context of globalisation, sustainability and social justice and the role of future teachers, in shaping education and prepare critical learners. A key part of the course is to critically consider the contribution of research to educational policy development as well as the influence of practice on shaping the research and educational policy agenda through, for example, critical discourse analysis.
During the course, students will engage with school-related learning tasks to consider the role of different agencies aimed at supporting pupils and families and enhancing the educational experiences of learners in different environment. Students will develop their skills in document analysis as a qualitative research method by examining legislation and policy that promotes inclusion, equality and children's rights and considers multi-agency approaches and partnerships in supporting pupils learning in different environments.
Entry Requirements (not applicable to Visiting Students)
||Other requirements|| None
Information for Visiting Students
|Pre-requisites||Please be advised that this course is available to all students, including visiting students (SV1). For information please contact Don Stuckey at Student Support Office, MHSES.SSO@ed.ac.uk.
|High Demand Course?
Course Delivery Information
|Academic year 2020/21, Available to all students (SV1)
|Learning and Teaching activities (Further Info)
Lecture Hours 20,
Seminar/Tutorial Hours 20,
External Visit Hours 12,
Feedback/Feedforward Hours 2,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
|Assessment (Further Info)
|Additional Information (Assessment)
The written assignment is an essay. It is supported by formative tasks which provide an opportunity for students to practise, and receive feedback on, some of the skills and stages associated with successful essay writing. The intention is for the bulk of feedback to be given in response to the three in-semester tasks. Feedback on the final essay will be brief and will be ipsative in nature.
1. Students will submit a short written piece making use of evidence (from set articles, additional reading and their own personal/professional experience) to develop a single line of argument (750 words). Submitted in week 7: worth 25% of the final course mark.
2. The final assignment will allow students to draw from what they have learned from the tasks undertaken in weeks 3, 6 and 9 and on the reflective journal they have maintained throughout the course. They will be given key articles/papers from Educational Studies and will be asked to discuss how the content from two of these papers relate to their personal experiences to date. They will be required to present a critique using experiences from their PEP school visits and the reading, writing and reflective skills they have developed throughout the course (2250 words). Submitted during examination diet; worth 75% of final course mark.
Both 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.
||Students receive Formative written feedback on the Assignment 1 and Assignment 2. Discussion during workshops provides students with an opportunity to receive informal oral feedback from tutors and peers on their understanding of ideas presented in lectures and within their reading.
|No Exam Information
On completion of this course, the student will be able to:
- Develop knowledge of some key issues in Educational Studies (SA)
- Develop an understanding of Professionalism in Educational Policy and Practice (SA)
- Demonstrate a basic understanding of the range and value of Educational Research
- Demonstrate skills in educational academic literacies (SA)
- Develop skills in reflection and collaborative working (FA)
|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
||On completion of the course students will be able to demonstrate:
*A discerning understanding of theories of social justice, inclusion and citizenship.
*Knowledge of professional skills and practices in relation to inclusion and citizenship within education.
*Critical analysis, evaluation and/or synthesis of ideas, concepts, information and issues within educational policy.
*Skills associated with conveying complex information, analysis and argument through written work.
|Course organiser||Dr Dimitra Tsakalou
Tel: (0)131 651 6410
|Course secretary||Ms Barbara Kucharska
Tel: (0131 6)51 1196