Bristol UWE - Module specification: IMPROVEMENT THROUGH ACTION ENQUIRY

University of the West of England

MODULE SPECIFICATION

(Revised October 2005)

Code:	UTLGEQ-30-M
Title:	School Improvement through Action Enquiry
Version:	4
Level:	M
UWE Credit Rating:	30
ECTS Credit Rating:	15
Module Type:	Standard
Owning Faculty:	Social Sciences and Humanities
Field:	Secondary Education and Lifelong Learning
Field Leader:
Valid From:	September 2008
Discontinued From:
Contributes Towards:	PG Cert Education PG Cert Education (Early Years) PG Cert Education (Raising Achievements in City Schools) PG Cert Education (Special Educational Needs) PG Dip Education PG Dip Education (Early Years) PG Dip Education (Raising Achievement in City Schools) PG Dip Education (Special Educational Needs) MA Education MA Education (Early Years) MA Education (Raising Achievement in City Schools) MA Education (Special Educational Needs) MA Lifelong Learning
Pre-requisites:	None
Co-requisites:	None
Excluded Combinations:	UTCGEQ-30-3 School Improvement through Action Enquiry, UTCGEQ-60-3 School Improvement through Action Enquiry, UTLGEQ-60-M School Improvement through Action Enquiry

Excluded combinations:

Learning Outcomes:

On successful completion of the module, participants will:

• have a comprehensive and systematic knowledge of the key ideas related to school improvement and reflected on the significance of these ideas in their specific context (Component A, B);

• have identified and explained a significant school improvement/professional development issue that needs to be addressed by reflective and innovative action (Component A, B);

• have identified and critically evaluated relevant quantitative and qualitative data in identifying the parameters of this school improvement issue (Component A, B);

• be able to design a small scale intervention appropriate to context and role, designed to contribute to school improvement (Component B);

• have executed effectively and efficiently a number of systematic attempts at change, gathered and interpreted evidence of the impact of the relevant action/intervention, and clearly articulated revised plans (Component B);

• be confident to disseminate the findings of their study to others (Component A);

Syllabus outline:

This module is designed to be responsive to context-specific developmental priorities and located where possible in working with teams of staff in a school setting or drawing individuals together across schools where tackling similar issues. Tutors involved include LEA Advisory staff and HE tutors with expertise in substantive areas identified for developmental action and experienced in facilitating action enquiry. The programme also supports participants to access inspection and research literature effectively to enhance their studies. Identification of priorities will follow needs analysis drawing on school development plans and individual development plans undertaken as part of appraisal or performance review, or as part of needs analysis undertaken on the programme. Content is likely to encompass elements to do with school improvement methodologies, implementing and evaluating change, effective teamwork, the role of the learning supporter in enhancing pupil achievement, diversities and inclusion, action enquiry methodologies and the use of action learning sets, aspects of ethics and values in relation to education and educational change.

Teaching and learning methods:

Action Learning Sets will be established, meeting to support the action enquiries. These groups may sometimes meet in school settings where a group of staff from one school are involved, or at the Faculty of Education. In addition, some time, by negotiation, may be spent with UWE staff working alongside participants in school/classroom settings. School Advisers and Heads will be appraised of these initiatives and informed of ways in which they can support participants and maximise dissemination and impact of the studies.

Indicative sources:

Brighouse, T and Woods, D. (1999) How to Improve Your School. London: Routledge

Frost, D. (1997) Reflective Action Planning for Teachers. London: David Fulton Publishers

Ghaye, A. and Ghaye, K. (1998) Teaching and Learning through Critical Reflective Practice.

London: David Fulton Publishers.

McGill, I and Beaty, L. (2001) Action Learning London: Kogan Page.

McNiff, J. (2002) Action Research: Principles and Practice (2nd Edition) Basingstoke: Macmillan.

Winter, R. (1989) Learning from Experience: Principles and Practice in Action Research. London: The Falmer Press.

Additional readings will be identified by the tutor appropriate to the nature of the work being undertaken.

Assessment

Weighting between components A and B (standard modules only) A: 25% B: 75%

ATTEMPT 1

First Assessment Opportunity

Component A

A 5-10minute oral presentation to tutors and where possible and appropriate to peers of key issues informing the action enquiry.

Assessment criteria:

A: Conceptual Domain (Core)

LM: The assignment demonstrates that the student can use and organise coherently relevant ideas, perspectives or theories to interpret and/or explore issues under study and in addition can critically analyse and/or evaluate those ideas, perspectives or theories showing the ability to synthesise and/or transform ideas in the process of developing an argument.

H: Negotiated Domain

In addition to criteria specified under domains A-F, we accept the possibility of tutor and student negotiating an appropriate assessment criterion, to encompass specific elements of significance not addressed through the existing criteria. With tutors new to the programme it is important that such negotiated criteria are approved by the relevant Programme Leader.

Component B

A written assignment demonstrating the change process including rationale and discussion of early attempts at implementation, evaluation of impact and review (3750 words or equivalent)

Assessment Criteria

A: Conceptual Domain (Core)

Plus two other criteria chosen from the following negotiated with your tutor

B: Literature Domain

LM: The assignment demonstrates that the student can reference an extensive range of relevant literature and utilise it in the development of analysis and discussion of ideas, including critical engagement with that literature.

C: Contextual Domain

LM: The assignment demonstrates that the student has an awareness of the significance of relevant contextual factors (eg personal, locational, historical, political etc) influencing the area of study and is able to critically engage with the contextual significance.

D: Research Domain

LM: The assignment demonstrates that the student can plan for and execute a small scale enquiry in a systematic and reflexive manner, identifying and explaining methodological and epistemological issues around the research process and critically analysing and evaluating research outcomes.

E: Ethical Domain

LM: The assignment demonstrates that the student has an awareness of ethical issues arising in or associated with the area of study, showing sensitive engagement with an appropriate ethical framework for interpretation of ideas or for practice. In addition, there is exploration of some of the problematics arising in relation to ethical dilemmas or decisions.

F: Values Domain

LM: The assignment demonstrates that the student can clearly identify and analyse the basis of their own value position and where relevant, the value position of others in relation to the area of study, and critically evaluate associated claims to knowledge.

G: Action Domain

LM: The assignment demonstrates that the student can explore the relationship between theory and practice in the workplace, and use reflection to develop personal theory and refine professional practice, with due regard to issues of equity and social justice, critically evaluating professional development needs and/or outcomes.

H: Negotiated Domain

Second Assessment Opportunity (further attendance at taught classes is/is not required)

Component A

A 5-10 minute oral presentation to tutor/s and where possible and appropriate to peers of key issues informing the action enquiry.

Assessment criteria:

A: Conceptual Domain (Core)

H: Negotiated Domain

Component B

A written assignment demonstrating the change process including rationale and discussion of early attempts at implementation, evaluation of impact and review (3750 words or equivalent)

Assessment Criteria

A: Conceptual Domain (Core)

Plus two other criteria chosen from the following negotiated with your tutor

B: Literature Domain

C: Contextual Domain

D: Research Domain

E: Ethical Domain

F: Values Domain

G: Action Domain

H: Negotiated Domain

SECOND (OR SUBSEQUENT) ATTEMPT: Attendance at taught classes is not required.

Specification confirmed by …………………………………………………Date ……………………………

(Associate Dean/Programme Director)