EDM208: Theory in Education

Module code: EDM208

Module provider: Institute of Education

Credits: 20

Level: Postgraduate Masters

When you'll be taught: Semester 1 / 2

Module convenor: Professor Naomi Flynn, email: n.flynn@reading.ac.uk

Pre-requisite module(s):

Co-requisite module(s):

Pre-requisite or Co-requisite module(s):

Module(s) excluded:

Placement information: NA

Academic year: 2024/5

Available to visiting students: No

Talis reading list: Yes

Last updated: 17 June 2024

Overview

Module aims and purpose

Theory in Education is an introduction to some of the ideological, philosophical, sociological and psychological ideas that underpin education. The primary aim of this module is to provide an opportunity to consider the purpose of education from different perspectives as well as explore some of the differing theory used to explain different educational outcomes. It is designed to encourage critical reflection on some of these key ideas, as well as promote an understanding of the value and use of educational theory in research.

Aims:

• To promote an understanding of the ways that theory can help illuminate different facets of the same phenomena within education.
• To critically evaluate the ways that theory provides a framework within educational research.
• To critically reflect on the ways that theory underpins educational policy and practice.

Module learning outcomes

By the end of the module, it is expected that students will be able to:

1. Identify some of the ways that theory helps explain different educational phenomena.
2. Use theory to provide a framework for investigating education through research.
3. Understand and critically reflect on the ways that educational theory underpins policy and practice.
4. Independently and critically evaluate research and research methodologies and the role of theory in these.
5. Students will have deepened their understanding of a substantial body of knowledge related to theories of education.
6. Students will have increased their ability to communicate complex theoretical understanding in both oral and written form.

Module content

1. Students are introduced to a wide range of theories and theorists through session content and through accessing an online resource bank related to the module. 
2. Taught sessions focus on understanding the role and purpose of using social theory and empirical theory in qualitative and mixed-methods studies. 
3. Students are encouraged to focus on theories and theorists that they are likely to use in Part B for their Doctoral research.

Structure

Teaching and learning methods

This module is delivered in the second year of the programme. The module runs over one academic year and is delivered over two mandatory study weekends of learning at the University of Reading campus, plus one online synchronous workshop. Teaching is delivered through a blended learning approach in which students are asked to prepare presentation material between taught sessions. Campus sessions take the form of seminars and will be underpinned by a learner-centred approach that enables each person to bring insights from which others can learn. Peer review feedback is an essential part of the module.

The module also requires self-directed learning.

For the assessment, students will have the opportunity to develop their own theoretical interests related to their own research topic by choosing what they write about in their assignments.

Study hours

At least 7 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.

Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.

Semester 1 The hours in this column may include hours during the Christmas holiday period.

Semester 2 The hours in this column may include hours during the Easter holiday period.

Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.

Assessment

Requirements for a pass

Students need to achieve an overall module mark of 50% to pass this module.

Summative assessment

Penalties for late submission of summative assessment

The Support Centres will apply the following penalties for work submitted late:

Assessments with numerical marks

• where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of three working days;
• the mark awarded due to the imposition of the penalty shall not fall below the threshold pass mark, namely 40% in the case of modules at Levels 4-6 (i.e. undergraduate modules for Parts 1-3) and 50% in the case of Level 7 modules offered as part of an Integrated Masters or taught postgraduate degree programme;
• where the piece of work is awarded a mark below the threshold pass mark prior to any penalty being imposed, and is submitted up to three working days after the original deadline (or any formally agreed extension to the deadline), no penalty shall be imposed;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

Assessments marked Pass/Fail

• where the piece of work is submitted within three working days of the deadline (or any formally agreed extension of the deadline): no penalty will be applied;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension of the deadline): a grade of Fail will be awarded.

The University policy statement on penalties for late submission can be found at: https://www.reading.ac.uk/cqsd/-/media/project/functions/cqsd/documents/qap/penaltiesforlatesubmission.pdf

You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Formative assessment

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.

Students will receive oral feedback on plans for their assignment during the second study weekend.

They may also email the module convenor once with questions to support shaping their choice of theoretical framing for the assignment. Students can email a draft version of the assignment for formative feedback, to the module convenor, no later than one month prior to the submission date.

Reassessment

Additional costs