Module Catalogue 2024/25

Pre Requisite Comment

This module is the second phase of the core EdD programme. Students wanting to take this module need to have completed the reflective auto ethnography and interviewing module from Year 1 of the EdD, unless they have already progressed to year 3 and are taking advantage of this new module to enhance their research proposal, or they are IPhD or other Education doctoral programme students who are accessing the module to complement their core programmes.

Co Requisite Comment

N/A

Aims

This module gives students the opportunity to focus on the core Doctoral skill of critical reading, writing and literature synthesis. It encourages students to make explicit their decision-making processes when selecting, reading and critiquing theoretical, policy and empirical publications. In writing about others’ work, they will be able to take an appropriate tone of rigour, curiosity and collegiality. The collaborative nature of the module is intended to widen each student’s perspectives and repertoire as well as to develop the capacity to appreciate and defend their own position. There will be staff facilitation of the reading groups but a key outcome of this module is the development of students’ confidence and autonomy.

Outline Of Syllabus

Whole group session 1:
Taught elements on a) reading critically: making informed choices, managing searches and references, ascribing warrant and weight to papers. b) Introducing the structure of the portfolio
Organising reading groups around core interests.

Reading group session 1: Each group selects a key paper in their area of interest for review, collaboratively searching and using inclusion and exclusion criteria to identify a paper that meets the group’s agreed standards. The review tasks are identified and distributed amongst the group, each group deciding what degree of moderation is optimal. This process is meticulously recorded for the portfolios.

Reading group session 2: Students bring the fruits of their review task and work together to produce a presentation for the whole group session, demonstrating both their selection process and their judgement about the rigour, originality and significance (ROS) of the chosen paper, as well as the key enquiry question that the review has raised.

Whole group session 2: Presentations from the reading groups, formative feedback and opportunities to re-organise groupings. Taught elements on synthesis in literature review, bringing together perspectives in dialogic and dialectical frameworks.

Reading group session 3: Each member of the group selects a paper around a common focus. The selection process is again collaborative, iterative and recorded. The range of papers chosen will reflect the group decision on how to address the enquiry question that emerged from the review of the first paper, so there may be methodological or theoretical homogeneity or diversity and the rationale for this will be included in the portfolios.

Reading group session 4: The various reviews are brought together and shared, including content, methodology, theoretical orientation and warrant (ROS). Key points of difference and commonality are mapped and a review synthesis prepared to be presented at the third whole group session.

Whole group session 3: Presentations from the reading groups, formative feedback.
Workshop discussion of the variations in voice when reviewing others’ work, focusing on key papers.

Assessment:
Formative assessment will be available from the academic facilitators in every session, peer assessment and feedback will for part of the second and third whole group sessions.
Summative assessment will be in two parts.
A: a portfolio of the searches, papers, reviews and presentations gathered over the year. Collaborative work will be acknowledged. (maximum 2,000 words)
B: A reflective assignment focusing on key points of learning related to
•       critical engagement with the field;
•       with specific papers and
•       developing an appropriate voice for writing a literature review. (1,500 words)

Intended Knowledge Outcomes

Students who participate in this module will gain a procedural understanding of complex and sophisticated literature searching; the assessment of quality in academic outputs and the various cultures and practices of the different forms of review (narrative, critical, systematic, meta-analysis).

They will be able to articulate their own review processes and to make connections between these practices and their growing awareness of their personal epistemology (in preparation for the third compulsory EdD module, EDU8207: Thinking Critically About Research Methodology).
They will demonstrate increased awareness of the field in their particular area of interest and be able to locate their area within wider educational research literatures.

Intended Skill Outcomes

Students will hone their key skills in
•       literature review management: devising searches and key terms, choosing and navigating databases and search engines, indexing and recording search strategies, creating inclusion and exclusion criteria, storing and managing personal libraries;
•       reading critically: developing personal and enquiry-focused review criteria; becoming aware of paradigmatic differences in publishing and developing appropriate judgements about quality in relation to types of literature
•       synthesis and dissemination: drawing together disparate elements into coherent syntheses for presentation to colleagues and in writing.

Teaching Rationale And Relationship

The focus of the module is on balancing the transmission of expertise in searching, reading and writing critically with group and independent learning. The whole group LTAs are split between lecture style teaching and presentations from the students, whereas the small groups with staff are supported by student led groups, directed reading and independent study. A key outcome is personal and critical autonomy for the students, so the framework for both teaching and assessment reflects this.

Assessment Rationale And Relationship

The assessment regimen is intended to foster increased criticality and confidence through the group process and feedback on the presentations, therefore the portfolio format can reflect developing ideas and experience. The personal reflections will have a more individual and summative quality, encouraging students to identify the key points of learning and to feed-forward into their next modules.

General Notes

N/A