MA in Education Studies & new National Scholarship Scheme,

July 2011

What is the MA in Ed Studies?A 2-5 year, part-time MA – you can become

‘inactive’ for 1 or 2 terms to balance work and study

Flexible/individualised for busy teachers/leaders A mini doctorate, focusing on subject knowledge &

research3 seminars a term on research; groups in English,

Maths, Science, SEN and Person-centred educationSupervision; VLE; Monday seminarsConstant links between theory & practiceYou research your professional interests: developing

CPD & classroom/school research with theorised understanding & training in research methods

New National Scholarships in... Mathematics, English, Science and SEN July 2011, on: subject teachers above can apply to TDA

for...Up to £3,500 to develop subject knowledge & CPD: ‘to renew the passion which brought them into the

classroom’This can be used for our subject groups on the MAES:These groups develop teachers’ subject knowledge and

pedagogy with teaching peers across Sussex and specialist university tutors. See Word doc. attached here & 2 links:

http://www.sussex.ac.uk/education/prospectivestudents/pgstudy/taught/edstudies

http://www.tda.gov.uk/pdscholarship

Current Dissertation Projects 1A cross-departmental coaching initiative: developing

teaching from ‘good’ to ‘outstanding’Motivating Year 9 reluctant boys – the Glee club Engaging low sets in Maths with creative approachesDeveloping a Careers Programme for 14-19 pupilsDrop Everything and Read! Developing reading &

aspirations to continue learning to Higher Education Cross-curricular Humanities & English (Holocaust)Developing small-group work in MFLThe dialogic classroom: using pairs to hear all voices.Developing a VLE in Humanities to support independent and

interactive learning

Current dissertation projects 2Developing writing across the curriculumDeveloping collaborative talk & thinking in

Mathematics to raise standards of achievementSupporting students with EAL in ScienceDeveloping strategies to support teachers of

students with Speech, Language, Learning and Communication needs.

Developing strategies for mentoring PGCE/NQTs

Developing the 14-19 vocational curriculum

Current Dissertation Projects 3Developing student and parent ‘voice’Introducing a Year 7 integrated, creative

curriculum New approaches to AfL in ScienceEvaluating ‘controlled assessments’ in GCSE

EnglishChallenging Gifted & Talented pupils – exploring

creative approachesTeaching Shakespeare through dramaEnhancing the quality of students’ talk & teacher

modelling in English

Course contentTaught sessions on research methods/methodology: Qualitative and quantitative approaches:Case study, action research, survey, etc...Designing interviews, questionnaires, observationsHow to... achieve validity in small-scale researchanalyse data, draw conclusions & write a research reportsearch for literature: electronic journalswrite a literature reviewevaluate research: other authors’ and your own!In English, Maths, Science and SEN, specific focus on

developing subject knowledge in groups

FINAL Dissertation

15,000 words

60 credits

Literature

Review, 6000 words

30 credits

Critical Reflection on a portfolio, evidencing

CPD from school

3,000 words

30 credits

Research Methods

6000 words

30 credits

Programme Content: flexible 30-credit units

Minor Project

6000 words

30 credits

Programme structure4 x flexible 30-credit courses (120 credits)+ one 60-credit, final DissertationProgramme starts with Critical Reflection on

practice, using a portfolio, evidencing some CPD done in school (worth 15 credits) + reflection (another 15 credits): this is the APEL – accreditation of prior learning - course

Ends with dissertation, enabling you to critically reflect, but from position of teacher/researcher

Each course develops key strands of previous one, adding new skills/understanding

Flexible order of courses

1. APEL – AST – Leadership course: how to use a coaching model to support new teachers?

2. Lit. review: What is coaching? Theories of coaching & mentoring – distinctions?

3. Research methods – Interviews – read theory, then practise it! 1 interview: critically reflect on & analyse process in detail

Case Study: Laura, Year 1

Yr 2, Term 1: Minor Project: 30 credits Minor Project: Preparation for

dissertation... A trial run (6000 words), doing Stage 1 of action research for the longer final project

fact-finding...Conduct interviews with 3 NQTs to explore:What forms of observation/feedback have

NQTs experienced in school & on PGCE? What other forms exist? Which work and why?

Action Research - use info from Minor Project to...

Plan, conduct & evaluate an intervention. Main Research Question: Which forms of observation & feedback do

NQTs find most effective in developing their practice? Why?

Intervention: experiment with 4 different forms of obs/feedback over a term with NQTs & evaluate collectively what works & why? (15,000 words)

Year 2: Dissertation, 60 credits

Advanced Standing: Students bringing 30 M-credits onto the MAES Joe, English, brings 30 PGCE/M-credits (advanced standing) 30Takes the APEL route, using a mentor portfolio: 30 Main interest: pupils talking in groups: does a lit review. 30Year 2, tests a research method: interviews 30 Joe meets Sally, Science teacher in different school, who has been

developing group work & independent learning: EUREKA! For their final dissertations, Joe & Sally decide to plan a collaborative

intervention, cross-school, in low-set Yr 9 classes on:Developing effective group talk in Science or English to improve writingEach collects data, compares findings & writes an individual report: 60Post-MA, they publish their work as joint authors!

Indicative costs across 2011-12 onlyYear 1 1 APEL 30-credit module - £395 2 x 30-credit modules - £785 each (Total: £1965) Years 2-3 1 Minor project, 30 credits - £785 (omit course for students

with 30-M credits from a previous source, e.g. PGCE)1 dissertation – 60 credits - £1,570 Teachers of Eng, Maths, Science & SEN can apply for new National

Scholarship scheme: http://www.tda.gov.uk/pdscholarshipOnline: http://www.sussex.ac.uk/study/pg/applyingSchools may be able to offer support towards the Year 2 dissertation, esp.

for relevant, school-based research. / Julia Sutherland Tel: O1273 877957 jcs23@sussex.ac.uk

Next seminarsOptional - Tues. 31 May, Fulton, room 104, 5.00-

6.30: How do we name our students?MAES Critical Thinking for the APEL route: Wed. June 8, 4.30-6.30 in Fulton 202 (room tbc)

Groups – snapshot of CPDTake turns to...Describe a key type of CPD you’ve done in

last yearReflect on what was interesting, effective or

significant about it: What questions did it raise? What issues do

you feel you might want to investigate further?

Make a quick visual chart of CPD & any links

Before next sessionNarrow your CPD to a definite focus/topic –

start thinking about your literature reviewRead the Critical reflection packsCome prepared to explore question:What is critical reflection? What/Who is it for? Why is it useful? Are there different types of critical

reflection?