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Session: 2022/23
Last modified: 14/12/2022 15:19:36
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Title of Module: CEd Practice Research Dissertation |
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Code: BACE10006 |
SCQF Level: 10
(Scottish Credit and Qualifications Framework) |
Credit Points: 60 |
ECTS: 30
(European Credit Transfer Scheme) |
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| School: | School of Education & Social Sciences |
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| Module Co-ordinator: | A.
Coburn |
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| Summary of Module |
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This module will enable students to apply and extend the knowledge and understanding gained through preparatory module, Community Practice Research at Level 9. It will enable students to put into practice the knowledge and skills gained in year 3, to undertake a final year Hons Dissertation within a specific CLD domain or related professional area.
Working individually and collaboratively, students will develop the skills and attributes required to provide a structured argument on their practice research topic. They will learn how to apply professional judgment in designing a research project that makes use of appropriate research tools, theoretical frameworks and methodologies. Students will adopt ethical research and professional processes that are in accordance with relevant codes of practice and ethics. Students will also be expected to engage in critical interpretation of data, to evaluate the strengths of limitations of their research findings and to consider how these might be disseminated through various means, including peer reviewed publication.
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations
Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
Demonstrate originality and creativity in the application of appropriate theoretical frameworks and research methodologies to explore and evaluate a relevant aspect of professional practice and/or community-based issue.
L2.
Undertake a critical and reflective literature review that can be used to evaluate and defend the development of research questions that will guide the proposed study.
L3.
Critically analyse the strengths and potential challenges associated with the research design.
L4.
Manage a professional and ethical research project that creates informed research outcomes, conclusions and recommendations.
L5.
Produce evidence using key skills in academic writing, knowledge transfer and dissemination. |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| Knowledge and Understanding (K and U) |
SCQF Level 10.
Critical awareness of current issues in a subject/discipline and of the principal theories, principles, concepts and terminology.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 10.
Demonstrate originality and/or creativity in executing a defined project of research and identify relevant outcomes. |
| Generic Cognitive skills |
SCQF Level 10.
Critically identify, define, conceptualise and analyse complex professional level problems and issues. |
| Communication, ICT and Numeracy Skills |
SCQF Level 10.
Communicating ideas about the interpretation and design, interpretation and use of research to a range of audiences. |
| Autonomy, Accountability and Working with others |
SCQF Level 10.
Deal with ethical and professional issues in accordance with current professional and/or ethical codes or practices. |
| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
| Module Title:
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| Other: | |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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| Individual students will be guided by a named supervisor and will attend a series of group seminars and tutorials to develop a robust rationale for a practice research enquiry, based on their review of contemporary and appropriate literature and policy environments. They will clearly demonstrate advanced understanding of literature and identify the gap in knowledge that their study seeks to address. The module will enable students the ability to design a realistic study that culminates in offering a range of recommendations for future development or improvement in their chosen research area. |
Learning Activities
During completion of this module, the learning activities undertaken to
achieve the module learning outcomes are stated below:
| Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities) |
| Lecture/Core Content Delivery | 32 |
| Tutorial/Synchronous Support Activity | 48 |
| Asynchronous Class Activity | 40 |
| Independent Study | 480 |
| 600
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Bryman, A. (2012) Social research methods. 4th ed. Oxford: Oxford University Press
Cooper, S. (2018) participatory evaluation in youth and community work: theory and practice. London, Routledge
Creswell, J. W. (2014) Research design: qualitative, quantitative, and mixed methods approaches. 4th Ed. London: SAGE
Oliver, P. (2012) Succeeding with your literature review: a handbook for students. Maidenhead: Open University Press
Punch, K., (2009) An introduction to research methods in education London: Sage
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(**N.B. Although reading lists should include current publications,
students are advised (particularly for material marked with an asterisk*) to
wait until the start of session for confirmation of the most up-to-date
material)
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| Engagement Requirements |
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In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure
Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
In line with the Academic Engagement and Attendance Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on Moodle, and complete assessments and submit these on time. Please refer to the Academic Engagement and Attendance Procedure at the following link: Academic engagement and attendance procedure
For the purposes of this module, academic engagement equates to the following:
Attend classes as directed in module handbook and undertake off-campus or on-line tasks, as directed by module tutor.
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Supplemental Information
| Programme Board | Education |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Community Education |
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| Moderator | D. Wallace |
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| External Examiner | F Howard |
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| Accreditation Details | CLD Standards Council for Scotland |
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| Version Number | 1.02 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| The assignment will be an 10,000 word dissertation. |
(N.B. (i) Assessment Outcomes Grids for the module
(one for each component) can be found below which clearly demonstrate how the learning outcomes of the module
will be assessed.
(ii) An indicative schedule listing approximate times
within the academic calendar when assessment is likely to feature will be
provided within the Student Handbook.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.
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| Equality and Diversity |
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Our UWS Equality and Diversity Policy is available at the following link:
https://www.uws.ac.uk/about-uws/uws-commitments/equality-diversity/
Community Education is an emancipatory practice that works with communities to challenge inequality and promote social justice. Thus, a commitment to equality and accepting difference underpins curriculum, content and process, across the Programme. It is therefore not surprising that our values and ethos adhere to, and go beyond, the minimum legal position as detailed within the Equality Act 2010, in requiring compliance with the general equality duty to:
• Eliminate unlawful discrimination, harassment and victimisation and other conduct prohibited by the Act;
• Advance equality of opportunity between people who share a protected characteristic and those who do not; and
• Foster good relations between people who share a protected characteristic and those who do not.
The programme supports equality of opportunity for students from different backgrounds and with different learning needs. Using appropriate platforms, learning materials are presented in formats that facilitate flexible access and with all reasonable adjustments being made to ensure fair and inclusive engagement. The programme complies with University regulations and guidance on inclusive learning and teaching practice. Specialist assistive equipment, support provision and adjustment to assessment practice will be made in accordance with UWS policy and regulations.
UWS Equality and Diversity Policy |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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