Education EdD Doctor of

The 4 taught modules are completed in the first year of study through attending the full-day sessions on 13 Saturdays. You would then progress to the research phase. The following are the taught modules that will be covered:

Educational Research Theory and Methodology This module provides the theoretical, methodological and conceptual foundation for doctoral level study in educational research. It aims to enable the student to apply this knowledge to critically evaluate the methodological basis of research practices and anticipates the formulation of research questions, outcomes and design for the generation of new knowledge in an area of professional practice as well as its evaluation.

Developing Research Proposals in Educational Enquiry The module applies the critical understanding developed through the study of the conceptual foundations of research, the principles of design and the evaluation of data collection and analysis techniques to the process of developing a proposal suitable for doctoral level research. Students with the support of action learning sets and a designated supervisor will design, and refine their ideas in order to present a coherent research proposal in a format suitable for submission for approval and scientific review appropriate to the requirements of a professional doctorate in their field. In addition workshops will consider the real world challenges of undertaking ethical research and the standards required for professional research practice.

Evaluating Research Fields and Designs This module is designed to develop students’ critical appreciation of a specific field of research related to their intended research topic, and to enhance their capacity to evaluate a range of forms of research design. The module will review the traditional evaluative criteria of validity, reliability and representativeness, as well as criteria more specifically suited to the evaluation of qualitative research, such as authenticity and verisimilitude. The applicability of these criteria will be assessed in relation to range of types of design (e.g. Survey-based research; quasi-experimental and action research; ethnographic and phenomenological research; narrative research; critical, critical feminist and critical race research approaches). Specific literatures and research studies will be evaluated in the light of students’ choice of perspective.

Year 2

Data Collection and Analysis This module builds upon the understanding of the conceptual foundations of educational research, and on the analysis of research designs, gained in previous modules, and provides an opportunity to acquire and apply techniques of data collection and analysis. The module will address the practical as well as theoretical aspects of data collection and analysis, and provide in-depth experience of the application of relevant computer techniques. There will be an exploration of the range of possibilities in data gathering appropriate to particular types of research question.

Following completion of the final module your work will be dedicated to completing a thesis that should not normally exceed 50,000 words, under the guidance of two research supervisors, involving analysis of data, writing up and a viva voce examination.

• A critical analysis of staff experiences of working in the further education (FE) sector in England.
• Academic professional development, change and the impact of technology
• Action Research
• Adult literary and numeracy students and learning identities
• Alternative education – differing provisions and experiences of
• Aspects of social policy (Education, Family, Youth Justice)
• Assessment Practices and Processes
• Assessment for Learning
• Blended Learning
• Children's experiences of the outdoors
• Classroom-based research
• Critical analyses of post-secondary education and lifelong learning, vocationalism and teacher professionalism.
• Digital participation of children and young people
• Doing research with children and young people
• E tutoring
• ECEC workforce
• Education Policy Framing of Muslims
• Education and training for the professions
• Education for sustainability
• Education policy with emphasis on Higher Education
• Educational approaches to preventing extremism amongst young people
• English curriculum, pedagogy and assessment. The focus of such study could be the teaching of English language or literature or of TESOL or TEFL.
• Faculty and Institutional Change
• Feminism and informal education
• Gamification of learning
• Higher Education Practices
• Higher and professional education: education and training for professions, pedagogies
• How do international policies interpret inequality and what is their impact at the national and local level?
• Inequalities in access to higher education
• Inter-professional working and learning
• International education: Pedagogical approaches for global higher education, the effects of globalisation and the knowledge economy
• Investigating criterial features at different CEFR levels 'Language Assessment Literacy' 'Teacher attitudes towards assessment' 'Teacher and student attitudes to Self Assessment'
• Mental Health & Teaching & Learning
• Migration and displacement and their impact on children's and young people's experiences
• Model making as a research tool
• Muslim & State Schools
• Muslim Faith Schools
• On-Line Learning
• Participatory visual research methodology: Ethical and analytic challenges in childhood research.
• Pastoral Care and Inclusion provisions and the increase of paraprofessionals in state school settings
• Pedagogical and critical issues of social media use in teaching and learning
• Pedagogy and practice
• Pedagogy and practice in education
• Philosophy of Education
• Policy engagement and enactment
• Professional Identity
• Professional Knowledge, Professional Change, Gender and the Professions
• Professional education and reflection
• Professionals and their identities
• Pupil, student and staff resistance
• Religious Education; pedagogy, policy and practice
• Social deprivation and widening participation
• Social identities of children and young people
• Social justice and vocational education and training
• Social justice and vocational education and training
• Social study of children and childhoods
• Teacher Identity
• Teacher education for the FE and Skills sector
• Teacher education in the Further Education and Skills sector
• Teacher education in the Further Education/ Learning and Skills sectors
• Technology and its impact on student and teacher identities
• The Prevent counter-terrorism strategy and education
• The changing nature of post-compulsory education, particularly staff and student experiences of vocational education and training – either historically or in contemporary settings.
• The history and development of youth work/informal education
• The interaction between Educational Policy and the practice of School Leadership
• The lived experience of teachers and learners in post-secondary education and training
• The political economy of the education and training sector
• Training and Regulation in the Professions
• Vocational education and training experience, policy and practice, including vocational pedagogy.
• What factors prevent or encourage adults to enter and complete University studies?
• Young people, ethnic segregation and policy attempts to promote community cohesion
• Young people’s transitions into adulthood, especially their experiences of education and work. I am particularly interested in those wishing to research the lives of young people classified as NEET or at risk of becoming NEET, or those engaged in provisio
• Youth Work with Roma Young People in Yorkshire
• Youth transitions, education and social class
• Youth work innovations/practices
• Youth, multiculturalism and ethnic identity