Undergraduate Course: Educational Studies 1a: Introduction to Education and Education Research (EDUA08101)
Course Outline
| School | Moray House School of Education |
College | College of Humanities and Social Science |
| Credit level (Normal year taken) | SCQF Level 8 (Year 1 Undergraduate) |
Availability | Available to all students |
| SCQF Credits | 20 |
ECTS Credits | 10 |
| 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.
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| Course description |
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.
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
Students MUST have passed:
Students MUST have passed:
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Co-requisites | |
| Prohibited Combinations | |
Other requirements | 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
| Pre-requisites | 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? |
Yes |
Course Delivery Information
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| Academic year 2017/18, Available to all students (SV1)
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Quota: 5 |
| Course Start |
Semester 1 |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
200
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Lecture Hours 20,
Seminar/Tutorial Hours 20,
Feedback/Feedforward Hours 2,
Programme Level Learning and Teaching Hours 4,
Placement Study Abroad Hours 12,
Directed Learning and Independent Learning Hours
142 )
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| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
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| Additional Information (Assessment) |
The written assignment will be an essay. It will be supported by two formative tasks and one summative task 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.
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| Feedback |
Formative Task 1: Students will submit notes which demonstrate analytical engagement with a set paper (750 words). Submitted in Week 3.
Formative Task 2: Students will submit an outline essay plan for the final essay showing the development of coherent lines of argument (750 words). Submitted in week 9.
Students will be required to keep an online reflective journal for nine weeks. This task will be scaffolded and will reflect the course content for the week and the relationship between different elements of the course. The purpose of this ongoing task is to help students to develop as critical and reflective readers and writers who are able to give and receive appropriate feedback.
The reflective journal is not counted towards the summative mark. However, tutors will regularly access these journal entries to promote student engagement in the kinds of reflection and criticality which will prepare them for the written summative assessments.
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| No Exam Information |
Learning Outcomes
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.
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Reading List
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.
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Additional Information
| Graduate Attributes and Skills |
Not entered |
| Special Arrangements |
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.
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| Keywords | Not entered |
Contacts
| Course organiser | Mr Mike Jess
Tel: (0131) 312 6001x278
Email: |
Course secretary | Mrs Lyndsey Black
Tel: (0131 6)51 4191
Email: |
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