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Curricular information is subject to change
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.
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 Type||Hours|
|Specified Learning Activities||
|Autonomous Student Learning||
|Seminar (or Webinar)||
|Field Trip/External Visits||
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.
|Description||Timing||Component Scale||% 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||
|Presentation: Students present their study in an online seminar (20%).||Unspecified||n/a||Standard conversion grade scale 40%||Yes||
|Remediation Type||Remediation Timing|
|In-Module Resit||Prior to relevant Programme Exam Board|
• Feedback individually to students, on an activity or draft prior to summative assessment
• Feedback individually to students, post-assessment
• Peer review activities
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.