EDUC44030 Advanced Field Work Study

Academic Year 2022/2023

This is a major study (30 credits) which forms the culmination of the MA (Ed) Mentoring, Leading and Global Learning degree. Participants will have successfully completed Stage 1 and Stage 2 of the MA (Ed) Mentoring, Leading and Global Learning degree. Students will work with their supervisor to design, undertake and complete a field-based study, which is written up in the format of a dissertation. The field-based study gives students the opportunity to develop an initiative in their schools/professional work context, in order to apply education theory to practice. Appropriate methodologies will be explored with the students, as they design their study. For example, some students may wish to undertake a case study involving one school, which focusses on the development of a new approach to teaching about the Sustainable Development Goals. Other students may prefer to use action research, to explore coaching for leadership in their schools; others may wish to develop a school-based mentoring programme, and evaluate it over a defined period. The precise theme and methodology will be worked out between the student and the supervisor, and the student will be given support throughout their work.

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Curricular information is subject to change

Learning Outcomes:

On completion of the module, students will be able to design, implement and evaluate initiatives in schools, drawing on education theory and utilising appropriate methodologies and evaluation instruments.
Students will understand how to design a field-based study, carry out the stages of the study, write it up, evaluate it, and report on it (orally and in writing). Students will have completed a field-based study, in a school/education context, and submitted it for assessment as part of this 30-credit module.

Indicative Module Content:

Design of field-based studies; scoping exercises in school contexts, to establish viable and relevant case studies; implementation of school-based initiative; evaluation of school-based initiative; theoretical framing of the field-based work; presentation skills; academic writing and presentation of ideas. Approaches to field-based work including, but not limited to, case studies, action research, problem-based learning, curriculum innovation, school evaluation, implementing new approaches/ideas in different areas (eg. mentoring for leadership, coaching in education contexts, discipline, motivation, stress management, gender equality in schools).

Student Effort Hours: 
Student Effort Type Hours
Lectures

0
Tutorial

10
Seminar (or Webinar)

20
Conversation Class

30
Field Trip/External Visits

120
Project Supervision

40
Specified Learning Activities

200
Autonomous Student Learning

300
Online Learning

30
Total

750
Approaches to Teaching and Learning:
Active task-based learning; group work; design and evaluation of education initiatives/interventions; independent learning; critical and analytical writing; coaching; mentoring; presentation of ideas in groups; reflective learning; student-led discussion of ideas-in-development; online research; seminars. 
Requirements, Exclusions and Recommendations
Learning Requirements:

Students completing this module must have successfully completed Stage 1 and Stage 2 of the MA in Mentoring, Leading and Global Learning. Accordingly, this module will not run every year, it will run in three year cycles to complement the three years of the PT degree that is MA Mentoring, Leading and Global Learning.


Module Requisites and Incompatibles
Not applicable to this module.
 
Assessment Strategy  
Description Timing Open Book Exam Component Scale Must Pass Component % of Final Grade
Fieldwork: Students undertake a field-based study and write it up in the format of a dissertation. Throughout the Trimester n/a Standard conversion grade scale 40% Yes

80
Presentation: Students present their study in an online seminar (20%). Unspecified n/a Standard conversion grade scale 40% Yes

20

Carry forward of passed components
Yes
 
Remediation Type Remediation Timing
In-Module Resit Prior to relevant Programme Exam Board
Please see Student Jargon Buster for more information about remediation types and timing. 
Feedback Strategy/Strategies

• Feedback individually to students, on an activity or draft prior to summative assessment
• Feedback individually to students, post-assessment
• Peer review activities

How will my Feedback be Delivered?

Students are giving formative feedback as they work on their field-based study; students are given feedback at the end of the assessment of the module; students undertake peer review activities during the presentations.