MA in Education Studies & new National Scholarship Scheme, July 2011

1. MA in Education Studies & new National Scholarship Scheme, July 2011

2. 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 & research • 3 seminars a term on research; groups in English, Maths, Science, SEN and Person-centred education • Supervision; VLE; Monday seminars • Constant links between theory & practice • You research your professional interests: developing CPD & classroom/school research with theorised understanding & training in research methods

3. 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

4. Current Dissertation Projects 1 • A 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 approaches • Developing a Careers Programme for 14-19 pupils • Drop Everything and Read! Developing reading & aspirations to continue learning to Higher Education • Cross-curricular Humanities & English (Holocaust) • Developing small-group work in MFL • The dialogic classroom: using pairs to hear all voices. • Developing a VLE in Humanities to support independent and interactive learning

5. Current dissertation projects 2 • Developing writing across the curriculum • Developing collaborative talk & thinking in Mathematics to raise standards of achievement • Supporting students with EAL in Science • Developing 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

6. Current Dissertation Projects 3 • Developing student and parent ‘voice’ • Introducing a Year 7 integrated, creative curriculum • New approaches to AfL in Science • Evaluating ‘controlled assessments’ in GCSE English • Challenging Gifted & Talented pupils – exploring creative approaches • Teaching Shakespeare through drama • Enhancing the quality of students’ talk & teacher modelling in English

7. Course content • Taught sessions on research methods/methodology: • Qualitative and quantitative approaches: • Case study, action research, survey, etc... • Designing interviews, questionnaires, observations • How to... • achieve validity in small-scale research • analyse data, draw conclusions & write a research report • search for literature: electronic journals • write a literature review • evaluate research: other authors’ and your own! • In English, Maths, Science and SEN, specific focus on developing subject knowledge in groups

9. Programme structure • 4 x flexible 30-credit courses (120 credits) • + one 60-credit, final Dissertation • Programme 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

10. Case Study: Laura, Year 1 • APEL – AST– Leadership course: how to use a coaching model to support new teachers? • Lit. review: What is coaching? Theories of coaching & mentoring – distinctions? • Research methods – Interviews – read theory, then practise it! 1 interview: critically reflect on & analyse process in detail

11. 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?

12. Year 2: Dissertation, 60 credits • 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)

13. Advanced Standing: Students bringing 30 M-credits onto the MAES • Joe, English, brings 30 PGCE/M-credits (advanced standing) 30 • Takes the APEL route, using a mentor portfolio: 30 • Main interest: pupils talking in groups: does a lit review. 30 • Year 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 writing • Each collects data, compares findings & writes an individual report: 60 • Post-MA, they publish their work as joint authors!

14. Indicative costs across 2011-12 only • Year 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/pdscholarship • Online: http://www.sussex.ac.uk/study/pg/applying Schools 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

15. Next seminars • Optional - 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)

16. Groups – snapshot of CPD • Take turns to... • Describe a key type of CPD you’ve done in last year • Reflect 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

17. Before next session • Narrow your CPD to a definite focus/topic – start thinking about your literature review • Read the Critical reflection packs • Come prepared to explore question: • What is critical reflection? • What/Who is it for? Why is it useful? • Are there different types of critical reflection?