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 [email protected]
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?