EQ954-20 Equity and Effectiveness in Education
Introductory description
This module explores research into 'what works' and 'what matters' in education. It will equip you to develop your own theory- and evidence-informed perspectives on effective learning, teaching, schools and education. The module begins with discussion of the role of research in improving education policy and practice. We then examine two areas in depth: first, teaching and learning, and, second, school and society. In each area you will be introduced to key research, policy and practice debates and how research, evidence and theory might be used to promote educational improvement.
Module aims
This module will provide students with a theory- and evidence-informed view of how we might improve education to make it more equitable and more effective. It will enable students to make judgements about which education policies and practices are supported by evidence, and how theory and evidence might influence what educators and policy makers do. The module explores research, policy and practice in two substantive areas: teaching and learning, and schools and society, looking at a range of outcomes including attainment and inequalities.
Outline syllabus
This is an indicative module outline only to give an indication of the sort of topics that may be covered. Actual sessions held may differ.
The module introduction looks at key questions regarding the nature of educational improvement and the role of research in understanding and promoting it. In the first half of the module, we focus on topics relating to teaching and learning. We consider what good teaching looks like, what can be learnt from the latest cognitive science, and how we can understand pupil needs and experiences. The second part of the module then moves to topics linked to schools and the influence of wider society on education. We think about how school leaders can work with teachers, other schools and their communities, and the causes of educational inequalities and underachievement and how these can be tackled. Opportunities for reviewing progress, assignment preparation and formative assessment will be included throughout the module.
Learning outcomes
By the end of the module, students should be able to:
- Critically evaluate different types of evidence and theory and their implications for education policy and practice.
- Understand, synthesise and evaluate the existing theory and research on selected education policies and practices.
- Apply knowledge of the theory and evidence in selected policy and practice areas to evaluate the merit of approaches to improve equity and effectiveness in education.
Indicative reading list
- Chapman, C., & Ainscow, M. (Eds.). (2021). Educational Equity: Pathways to Success. Routledge.
- Morris, R., Perry, T., & Asquith, S. (2020). The opportunities and challenges of leaders using evidence in education. Getting Evidence into Education. Abingdon: Routledge.
- Li, Q., Zhu, X., & Lo, L. N. (2019). Teacher education and teaching in China. Teachers and Teaching, 25(7), 753-756.
- Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97-140.
- Perry, T. (2016). English value‐added measures: Examining the limitations of school performance measurement. British Educational Research Journal, 42(6), 1056-1080.
- Muijs, D., & Reynolds, D. (2017). Effective teaching: Evidence and practice. Sage.
- Kennedy, M. M. (2019). How we learn about teacher learning. Review of research in education, 43(1), 138-162.
- Marshall, L., & Moore, R. (2022). Does school effectiveness differentially benefit boys and girls? Evidence from Ethiopia, India and Vietnam. International Journal of Educational Development, 88, 102511.
Research element
Students choose their own topic focus for the second assignment. They are required to conduct a small scale review and analaysis of research in their chosen area.
Interdisciplinary
The module draws upon theory, evidence and research from a range of disciplinary perspectives including economics, sociology, psychology and philosophy.
International
This module is designed to have appeal to students from all countries. The topics and research that we cover will be international in nature. Students will have the opportunity to target their assignments to focusing on specific international contexts too.
Subject specific skills
Understanding how to examine research and evidence relating to educational improvement.
Knowledge and understanding of education research from around the globe
Knowledge and understanding of education/social policy and practice.
Transferable skills
Critical engagement with research evidence, methods and analysis (including both qualitative and quantitative data)
Understanding of different academic disciplines.
Reading of extended and complex texts.
Academic writing skills.
Group work and collaboration.
Oral presentation skills.
Evaluation of own and others' work and acting on feedback.
Study time
| Type | Required |
|---|---|
| Lectures | 10 sessions of 1 hour (5%) |
| Seminars | 10 sessions of 2 hours (10%) |
| Private study | 110 hours (55%) |
| Assessment | 60 hours (30%) |
| Total | 200 hours |
Private study description
Students will be provided with comprehensive reading lists for independent study. Pre-seminar materials and task and post-seminar activities and reading will all be provided via Moodle and during contact time. Students will be expected to undertake considerable independent/private student both for the seminars and for assignment preparation. There will also be collaborative tasks set in order to prepare for taught sessions.
Costs
No further costs have been identified for this module.
You do not need to pass all assessment components to pass the module.
Assessment group A
| Weighting | Study time | Eligible for self-certification | |
|---|---|---|---|
Assessment component |
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| Analysis of a policy/practice briefing | 50% | 30 hours | Yes (extension) |
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2,000 word analysis of a policy/practice research briefing, critically reviewing the underpinning theory, evidence, and its implications for policy/practice. |
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Reassessment component is the same |
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Assessment component |
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| Creation of a policy/practice research briefing | 50% | 30 hours | Yes (extension) |
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2,000 word assignment producing a policy/practice research briefing on a topic of the student's choice. This will include an accessible introduction to the topic/approach designed for a policy/practice audience; a summary of key findings in the area; a critical review of the underpinning theory and evidence relating to the chosen topic/approach; recommendations for policy/practice, including consideration of for whom, for what and in what circumstances these apply. |
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Reassessment component is the same |
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Feedback on assessment
Detailed written feedback will be provided on students' assignments.
Prior to submission they will be given the opportunity to submit plans and to discuss their ideas with tutors and other students. Oral and written feedback will be provided on these.
During Week 5, students will complete an oral presentation on their ideas for Assignment 1 with feedback provided.
There is currently no information about the courses for which this module is core or optional.