This module will enable you to develop and demonstrate in-depth knowledge and understanding of key theories and conceptual frameworks that are used to interpret and make sense of current educational research, policy and practice, which you can then apply to your chosen context of education and developing research questions. It will allow you to develop systematic knowledge of key theoretical literature which is currently applied in your chosen area of study and enable you to further develop your potential research questions in the light of issues raised by the theory.

- Blackboard VLE will be used for repository of materials and resources.
- MS Teams will be used for group collaboration and discussion
- University Library resources for a range of relevant texts, e-books and academic journals
- Access to academic study skills support
- Access to subject librarians

Adams, J., Cochrane, M. and Dunne, L. (2012) Applying Theory to Educational Research: An Introductory Approach with Case Studies. Chichester, West Sussex: John Wiley and Sons.
Aubrey, K. and Riley, A. (2019) Understanding and Using Educational Theories, 2nd Edn. London: Sage.
Bates, B. (2019) Learning Theories Simplified: ...and how to apply them to teaching. London: Sage.
Cramp, A. and McDougal, J. (2018) Doing Theory in Education. Using Popular Culture to Explore Key Debates. London: Routledge.
Murphy, M. (Ed) (2013) Social Theory and Education Research: Understanding Foucault, Habermas, Bourdieu and Derrida. Abingdon: Routledge.

This module will enable you to develop and demonstrate in-depth knowledge and understanding of key theories and conceptual frameworks that are used to interpret and make sense of current educational research, policy and practice, which you can then apply to your chosen context of education and developing research questions. It will allow you to develop systematic knowledge of key theoretical literature which is currently applied in your chosen area of study and enable you to further develop your potential research questions in the light of issues raised by the theory.

Assessment for this module comprises three components. A pass must be achieved in all parts:

1. A written assignment (5000 words) that explores and critically evaluates theoretical and conceptual frameworks that are used in published research, which are at the cutting edge of the chosen educational research area. The reference list is not included in the word count. Weighted at 70%. Assesses Learning Outcomes 1 and 2

2. An academic conference poster (800 words equivalent) that clearly communicates a relevant educational professional issue or research question and its relationship to particular theories that might aid understanding or better conceptualisation of this issue or question. The reference list is not included in the word count. Weighted at 25%. Assesses Learning Outcomes 3 and 4.

3. A five-minute audio recording to accompany the poster, providing a narrative description of the logic of the poster. Weighted at 5%. Assesses Learning Outcome 5.

Formative assessment.

Task 1- Start to identify your field of research, by building a clear understanding of what knowledge currently exists about your chosen research topic. Consider; Who are the seminal researchers in your field of study? (e.g. Which researchers’ publications are frequently being cited by others in your field? Who has published research in your field of study in the past three years? What journals do researchers in your field of study tend to publish in?)

Task 2 – A 1000-word critical appraisal of two journal articles that utilise the work of a chosen theorist or theoretical perspective that is relevant to your field of study. The two journal articles must be written by different authors and should be agreed in advance with the module leader.

The learning model adopted in EdD Stage 1 is that of group supervision where a cohort works and learns together collaboratively under the supervision of academic tutors. Peer group learning is an essential element of the EdD programme. There is a strong emphasis on activity-focused learning and participants are expected to be prepared for each session and engage in group discussions in an informed manner. Within the group supervision model a variety of learning and teaching methods are utilised including some short presentations by academic tutors, case studies and participant-centred investigations. Participants are expected to actively engage in all sessions and in all the structured tasks set by tutors in-between sessions. In addition, participants are required to engage in extensive independent study so as to consolidate and extend the learning that takes place in sessions. This takes the form of undertaking follow-up tasks and extensive critical reading of relevant theoretical and research literature and research papers in academic journals specifically in relation to their chosen educational research topic. Opportunities for ongoing formative feedback will be provided.

Tutorial support will be available via, for example, MS Teams, Blackboard Collaborate, telephone, in person, through scheduled appointments and group/individual discussion.

1.Demonstrate a critical understanding of theories that are used in published literature to explain and challenge education issues and research findings in your own particular education context

2.Critically analyse the application of key theoretical frameworks in your chosen field of education

3.Develop a set of research questions that draw on your critical analysis of theory in your own particular education context.

4. Present, via an academic poster, a visual representation of your critical analysis of theory in a concise and meaningful manner.

5.Effectively communicate complex analysis and argument to peers in academic and professional domains.