| Unit name | Policy and Research in Education |
|---|---|
| Unit code | EDUC20004 |
| Credit points | 20 |
| Level of study | I/5 |
| Teaching block(s) |
Teaching Block 1 (weeks 1 - 12) |
| Unit director | Dr. Artemio Cortez Ochoa |
| Open unit status | Not open |
| Units you must take before you take this one (pre-requisite units) |
Education and Social Change |
| Units you must take alongside this one (co-requisite units) |
None |
| Units you may not take alongside this one |
None |
| School/department | School of Education |
| Faculty | Faculty of Social Sciences and Law |
Why is this unit important?
Understanding the complex interaction between education policy, practice and research requires specific knowledge and skills that this unit aims to develop among students. Drawing on a range of case studies from different contexts, the students will explore the contrasting aims, values and purposes that drive different kinds of policy interventions. Based on various disciplinary perspectives, they will consider how to assess the intended and unintended consequences of policy for practice. They will examine the role of research evidence in bringing about changes in practice and holding policy to account.
The aims of the unit are to enable students to:
· understand the role policy plays in the pursuit of education reform and the key levers it draws on to bring about change;
· recognise the complexity of policy processes and the main tools of analysis used to describe them;
· appreciate how and why education policy has both intended and unintended consequences as it is put into practice;
· assess the role of research in analysing and influencing education policy and practice.
How does this unit fit into your programme of study?
Policy and Research in Education presents the students with an excellent opportunity to strengthen and expand their understanding of education policy, its intended and unintended consequences for practice, while learning how to go about conducting research on the matter. In this regard, the unit is a natural continuation of Education and Social Change, which is taken in a previous year. As a whole, Policy and Research in Education equips students with unique knowledge, skills and attitudes towards education policy in international contexts and at different levels of education.
An overview of content
In this unit, students will reflect about conceptualisations of policy, the levels at which policy is developed and the actors that make policy, particularly regarding education. Political ideology will be analysed in the sessions and the ways in which policy impacts teachers, schools and education systems more broadly. Drawing on international case studies, and the students’ experiences in education, the lectures and seminars will delve into exploring education policy and its impact on further policy, research and practice.
How will students, personally, be different as a result of the unit
Students will reflect about their own experiences in educational settings and will develop a critical eye when it comes to policy formation, introduction and enactment. They will be able to be critical regarding their positioning and political ideology while identifying the strengths and downsides of different ways of making policy.
On successful completion of this unit, students will be able to:
This unit will be taught using a mixture of activities including seminars, lectures, reading and discussions.
Tasks which help you learn and prepare you for summative tasks (formative):
ILO 1-4 : A 500-word poster presenting a minimum of two concepts explored in the unit, particularly, concepts relevant to the students' chosen focus/topic for the summative assignments.
Tasks which count towards your unit mark (summative):
ILO 1,2 & 4. A 10-minute audio-recorded individual PowerPoint presentation analysing a selected policy. (50%)
ILO 1-4 (50%):
A 2000-word essay
or
two 1000-word blog spots on a selected policy. Students should draw on and expand the concepts (at least one concept per blog spot) and policy background covered in the formative assignment and summative assignment 1.
When assessment does not go to plan
When a student fails the unit and is eligible to resubmit, failed components will be reassessed on a like-for-like basis.
If this unit has a Resource List, you will normally find a link to it in the Blackboard area for the unit. Sometimes there will be a separate link for each weekly topic.
If you are unable to access a list through Blackboard, you can also find it via the Resource Lists homepage. Search for the list by the unit name or code (e.g. EDUC20004).
How much time the unit requires
Each credit equates to 10 hours of total student input. For example a 20 credit unit will take you 200 hours
of study to complete. Your total learning time is made up of contact time, directed learning tasks,
independent learning and assessment activity.
See the University Workload statement relating to this unit for more information.
Assessment
The Board of Examiners will consider all cases where students have failed or not completed the assessments required for credit.
The Board considers each student's outcomes across all the units which contribute to each year's programme of study. For appropriate assessments, if you have self-certificated your absence, you will normally be required to complete it the next time it runs (for assessments at the end of TB1 and TB2 this is usually in the next re-assessment period).
The Board of Examiners will take into account any exceptional circumstances and operates
within the Regulations and Code of Practice for Taught Programmes.
