Undergraduate Course: Study Skills in Education (EDUA10218)
Course Outline
| School | Moray House School of Education and Sport |
College | College of Arts, Humanities and Social Sciences |
| Credit level (Normal year taken) | SCQF Level 10 (Postgraduate) |
Availability | Not available to visiting students |
| SCQF Credits | 10 |
ECTS Credits | 5 |
| Summary | This course is aimed at students embarking on Master's level work for the first time. It introduces students to the research paradigms in their fields, develops critical reading skills and supports academic writing to produce assignments at Master's level. |
| Course description |
Academic description: This course is a level 10 course in a level 11 diploma. Many, though not all, students coming on the mandatory qualification for teachers of deaf and visually impaired children have not studied for some time. They may not all have the academic credentials to join a Masters level course, but they need to gain it because the qualification is essential for continuing work in this field. The students need a bridging course to reintroduce them to study and equip them with the academic tools they need to prosper on the level 11 diploma which follows.
Outline content:
1. Assembling an academic reading list on a topic related to your programme. Performing a literature search. Critical and efficient academic reading.
2. Comprehending detail in research articles including statistical and descriptive sections and complex ideas. Recognising referencing conventions. Know how to take critical notes from research articles. Understand mean, SD, range and how to interpret tables and charts in relevant articles from the relevant educational research field.
3. Critically evaluating written sources from several viewpoints. Knowing how to cite correctly in text and in the reference list: articles, chapters, books, policy websites.
4. Analysing the argument and academic writer's voice in a successful assignment at Masters level.
5. Recognising and understanding different research paradigms in deaf/visual impairment and inclusive education, and the consequences for research.
6. Constructing an assignment using theory, research and policy. Develop critical writing skills and a writer's voice.
7. Understand the academic virtues of fairness, autonomy, courage, wisdom, humility, perseverance and justice, and how to avoid plagiarism in student writing.
Student learning experience: Students will attend university for early sessions of this course and join in others online from home or workplace. Initially all students on this course are practising teachers studying for the PG diploma in inclusive education on the deaf and visual impairment pathways. They have often not studied for 5 - 10 years. This initial course in their programme will be complete by the first October break of the school academic year.
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
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Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
Course Delivery Information
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| Academic year 2025/26, Not available to visiting students (SS1)
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Quota: None |
| Course Start |
Semester 1 |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
100
(
Programme Level Learning and Teaching Hours 2,
Directed Learning and Independent Learning Hours
98 )
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| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
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| Additional Information (Assessment) |
Students will complete a 2,000 word written assignment which analyses two articles from their field of study (or 20 minutes in BSL) including both research and theory. 100% «br /»
The assignment will demonstrate achievement of all Learning Outcomes. |
| Feedback |
Students will receive written feedback based on grade related marking criteria on the Learn site. The assessment criteria will relate closely to the course learning outcomes.
During the course in session 3 of 5 students will submit the 2 articles they have chosen for their assignment as an annotated bibliography so that they can receive formative comments from the lecturer on the suitability of these sources and the criticality of their initial response to them. |
| No Exam Information |
Learning Outcomes
On completion of this course, the student will be able to:
- Critically review research articles, theory and policy sources in the student's field of study including understanding of descriptive numerical and graphical data and descriptive statistics.
- Define, conceptualise and analyse at least two research paradigms often found in educational research.
- Convey information on specialised topics using academic writing to establish authority, degree of certainty, reporting, critiquing and writer¿s voice.
- Exhibit enhanced critical, discursive and analytical skills in writing (and/or British Sign Language online) and in assignments.
- Critically identify the complex issues around the importance of good academic practice and academic virtues to develop scholarship skills.
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Reading List
Indicative reading list: all available as ebooks in the University Library.
Graff, G. & Birkenstein, C. (2010) They say / I say: the moves that matter in academic writing. New York: Norton
Grix, J. (2018) The Foundations of Research. Bloomsbury
O'Leary, Z. (2009) Essential Guide to Doing your research project. London: SAGE.
Manchester Univeristy (2021) Academic Phrasebank https://www.phrasebank.manchester.ac.uk/
Wallace, M. & Wray, A. (2006) Critical Reading and Writing for Postgraduates. London: SAGE.
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Additional Information
| Graduate Attributes and Skills |
Research and Enquiry:
Provide clear, precise and valid arguments concerning the interpretation of texts, and identify and explain issues which these texts present.
Make effective use of academic sources to advance a given interpretation and/ or argument.
Make effective use of library and electronic resources in preparing and researching the assignment.
Personal and Intellectual Autonomy:
Ability to read texts at an appropriate level, with a critical understanding of the research paradigm and assumptions which affect the authors.
Ability to work independently.
Communication Skills:
Communicate effectively in writing with an appropriate level of scholarly sophistication and accuracy.
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| Keywords | study skills,academic literacies,academic virtues |
Contacts
| Course organiser | Ms Rachel O'Neill
Tel: (0131 6)51 6429
Email: rachel.oneill@ed.ac.uk |
Course secretary | Ms Tara Kay
Tel:
Email: Tara.Kay@ed.ac.uk |
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