ED4S019 - Practice-Based Research - Action Research in Social Context 21 Sep 2020 - 31 Aug 2028 | Version 1
Associated Module Information
| Module Code: | ED4S019 | ||
|---|---|---|---|
| Module Title: | Practice-Based Research - Action Research in Social Context | ||
| Faculty: | Faculty of Life Sciences and Education | ||
| Faculty Group: | Education | ||
| Faculty Sub Group: | Post Compulsory Education | ||
| Module Leader: | Alison Straker | ||
| Module Team: | Jodie Rees, Jodene Jenkinson, Alison Straker, Sophie Meace-Williams | ||
| First Intended Intake: | SEP 2020 | Final Year of Intake: | 2025 |
| Date Closed: | |||
| Credit Value: | 20 | Credit Level: | 7 |
| Language: | English | ||
| Percentage of Module Taught in Welsh: | 0 | ||
| Equivalent Module: | |||
| HECOS codes: | 100508 - post compulsory education and training | ||
| HECOS Code Weighting: | 100 | ||
Document Version Information
| Version | 1 |
|---|---|
| Valid From | 21 Sep 2020 |
| Valid To | 31 Aug 2028 |
Module Aims
• To extend critical reflection and analysis of own classroom practice in its wider social and policy context, in order to critically analyse and address an area for development in own practice
• To extend critical understanding of how wider social and educational policy impacts on learners and classroom practice in an identified area for professional development
• To extend understanding and practice in research design and ethics, by designing a professionally meaningful small-scale action research project
• To develop professional communication skills and critical thinking by gathering, analysing and synthesizing data from a range of primary sources e.g. discussions with learners, interviewing colleagues, and secondary sources e.g. policy documents
• To extend professional communication skills and digital literacies through the critical discussion of research-in-progress using videocast, podcast or other appropriate media
Content Summary
Participants design a small-scale, qualitative action research project to investigate and address an area of their classroom practice which they have identified as an area of concern, and where the policy context at institutional or (regional or national) government level contributes to the concern.
Examples of relevant policy contexts could include:
• funding as it relates to curriculum or assessment practices
• arrangements for young people leaving school without qualifications/employment
• financial contexts, including fees or benefits
NB The focus of the action research is developing classroom practice. The policy context is only significant in terms of its impact on learners and learning.
The taught content of the module will help participants to engage with ethical research methods and to develop their understanding of pedagogic theory in practice e.g.
• identifying a key area of concern in own practice (e.g. motivation, differentiation, assessment for learning)
• identifying policies that have a direct impact on everyday learning and teaching experiences in own classroom context
• extending theoretical, pedagogic and policy understanding in chosen research area
• recognising how reflective practice can develop into an action research cycle
• research ethics and your project
• learning from your learners: supportive and participatory interview and other data-gathering practices
• identifying and gathering evidence from learning and teaching events
• undertaking qualitative data analysis
• critical analysis of secondary/policy documents
This module embeds the following cross-cutting themes:
• Professional and ethical standards
• Supporting the teaching and research nexus
• Developing literacies for learning and professional life
• Authentic and socially-situated learning
Learning and Teaching Methods
| Activity Type | Hours |
|---|---|
| Lecture | 25 |
| Seminar | 5 |
| Practical classes and workshops | 10 |
| Independent Study | 100 |
| Directed Study | 55 |
| Formative Assessment - Scheduled | 5 |
| Total Hours Selected | 200 |
Learning Outcomes
| # | Learning Outcome |
|---|---|
| LO1 | Demonstrate an ethical, learner-centred, critical, research- and policy-informed approach to practice-based research. |
| LO2 | Design and implement effective and research-informed interventions to address identified concerns and critically evaluate own practice using credible and convincing sources of data. |
Module Requisites
N/A
Assessment Criteria
| Assessment Category | Assessment Type | Description | Duration | Word Count | Weight (%) | Best of? | Pass Mark |
|---|---|---|---|---|---|---|---|
| Asynchronous Assessment | Research Plan / Proposal / Project/ Log 1 | A detailed research protocol including ethics considerations. | 0 | 900 | 15 | No | 40 |
| Asynchronous Assessment | Portfolio 1 | Present an aspect of your action research in progress, using appropriate innovative media (e.g. podcast, videocast) and including plans for evaluation of your project. A written report of all stages of your action research, with appended data as appropriate. | 0 | N/A | 85 | No | 40 |
Assessment Matrix
| Assessment Type | Learning Outcomes | ||
|---|---|---|---|
| LO1 | LO2 | ||
| Research Plan / Proposal / Project/ Log 1 | ✔ | ✘ | |
| Portfolio 1 | ✘ | ✔ | |