This module serves as one of the introductory modules offered in Year 1 of the EdD programme, along with EDS442. One aim of the module is to work in conjunction with EDS442 to provide students with further insights into issues in educational research and develop their research skills, particularly critically examining existing literature. This will build students’ research skills and understanding to prepare them for the Year 2 modules, namely EDS443 Conducting Quantitative Research and EDS444 Conducting Qualitative Research. The second aim of this module is to build students’ abilities as research-led practitioners who use their critical analysis of research and scholarship to produce practical/policy applications, and then rigorously evaluate those practices/policies for improvement and to create their own contributions to the bodies of scholarship and research.
A. Critically evaluate and synthesise research and scholarship to clarify arguments and build new insights. B. Critique, select, and apply appropriate methodological approaches to develop new research, scholarship, and practice/policy. C. Demonstrate understanding of the symbiotic relationship between theory and practice by using theory to inform practice, and evaluating practice/policy to develop theoretical insights. D. Reflectively locate their research interests and practical experiences/ambitions within the existing global bodies of theory, practice, and policy. E. Create a research-informed plan of action to address a practical issue that incorporates appropriate research frameworks, rigorous evaluation processes, and recognition of the roles of key stakeholders, practices, and policies (including ethical concerns).
The teaching sessions are interactive and designed using discussion and project-based approaches where appropriate, including progression towards the Research-based Programme/Policy Plan assessment which will be focused on creating a practical application based on their study of existing literature. Sessions are divided into two components: lectures and seminars/workshops. Lectures focus on expanding students’ awareness of how their ideas fit into existing theory, and provide skills development in critically engaging with that literature to create their own frameworks, including for their thesis. Seminars/workshops focus on activities that enable students to interrogate their ideas and practices with peers and faculty to improve their ability to reflect on their work and create improved versions of research and scholarship through a peer and expert review process. These practices build skills for engaging successfully in the constant improvement process of writing their own thesis as well as preparing them for presenting to practitioner and research audiences and publishing both research and scholarship. Online-onsite blended teaching and learning with a flipped classroom strategy provides students with interpersonal relations skills building, a hands-on learning environment, and deeper reflective opportunities. Delivery strategies focus on student-centred interactive activities and, where possible, integrating technology to facilitate learning.