EdD3

EdD in Educational Studies

The EdD in Educational Studies strand is a broad and flexible research-based programme, popular with participants from a wide range of educational backgrounds. The programme offers a thorough grounding in the philosophy and principles of educational research, an understanding of contemporary educational issues and a skill set affording critical analysis leading to the consideration of possible solutions to educational problems. The main aim of the programme is to develop high standards of research that will be relevant to a range of professional and managerial careers in the field of education.

Current and former Educational Studies students include educators at different levels of experience and across different subject domains and phases, for example, teachers, head teachers and deputy head teachers; lecturers and administrators in FE and HE; youth and community educators, curriculum advisors and Ministry of Education staff. Students from both state and independent education sectors are represented in this rich international community.

Overview

Photograph from EdD weekend 2015Overview

The programme enables participants to:

  • Conduct high quality research into educational studies in a supportive environment, with leading scholars in the field
  • Explore practices, policies and theories relating to educational studies
  • Acquire theoretical knowledge appropriate for application to contemporary issues faced by educators

Who is this EdD for?

The EdD in Educational Studies is designed for those who wise to investigate their practice its underpinning theory in more depth. Our students come from a wide range of educational sectors phases. Current and former students include teachers at different levels of experience and across subject domains and phases, head teachers and deputy head teachers; lecturers and administrators in FE and HE; youth and community educators, curriculum advisors and Ministry of Education staff. Students from both state and independent education sectors are represented on this international programme. Countries where current students live include Cyprus, France, Republic of Ireland and Oman.

Many Educational Studies students gain promotion due to their doctoral work or move into Higher Education teaching research. We encourage students on the programme to publish in international peer reviewed journals during their studies.

The Centre for Critical Psychology and Education

The EdD Educational Studies programme is associated with the new Centre for Critical Psychology and Education, a research collective offering distinctive possibilities for understanding educational studies by bringing together researchers in curriculum and policy studies, philosophy, sociology, childhood studies, mental health, social and family work, educational psychology and critical disability studies. Centre members approach ‘education’ very broadly, from informal and community based settings and grass-roots programmes to traditional institutions and formal curricula. Through collaborative thinking, writing and action, we engage with educational questions in our individual and collective research, teaching, practice and activism. As a collective, we are committed to airing and debating different, sometimes competing perspectives. For more information and to see our ares of expertise please visit our staff profiles.

Programme Information

Photograph from EdD weekend 2015Programme Information

The main aim of the programme is to develop high standards of research that will be relevant to a range of professional and managerial careers.

The programme is designed to enable each student to focus on issues relating to her/ his own professional needs. In Part I, students undertake six modules. Three of these are focused on research training, in preparation for Part II. The other three modules all examine a variety of aspects of educational research. Students are encouraged to shape assignments to meet their own professional contexts.

The Curriculum

The curriculum is one area of study in the programme. Curriculum is often taken for granted by students, their parents and teachers. This module poses philosophical and conceptual questions about curriculum – what is it, why does it exist and who is it for? Focused study of curriculum construction and change will be carried out from the perspective of curriculum: history, policy reform, analysis, implementation and evaluation. The module aims to encourage students to evaluate curriculum policy change and its impact in national and international contexts; develop skills of critical analysis of curriculum policies and practices; and empower students to adopt an active role in developing curricula.

Part II

In Part II of the programme you will have the opportunity to pursue a study of direct relevance to your own educational interests. You will work closely with a supervisor to develop your initial proposal and to continue to progress your study to completion.

Where is the Programme Taught?

The venue for the weekend schools for the EdD programme is the luxurious Kenwood Hall in Nether Edge, Sheffield.

Information on Kenwood Hall

Programme Structure

Programme structure

In Part I, students attend a weekend study school for each module i.e. three weekend study schools per year. Attendance at residential weekends is a compulsory part of the programme at Part I level. These weekends enable students to meet and develop their own networks and contacts.

Students are sent readings in electronic form prior to each weekend school. During the study school, students attend in lectures and seminars. Regular communication between students and supervisors is encouraged throughout Part II. In addition to attending supervision tutorials at weekend study schools students maintain contact at key points during their programme of study via e-mail, letter, telephone and personal visits.

Part I

This comprises six modules. They are normally studied in the following order:

Introduction to Education Research

An introduction to educational research, contemporary issues and debates in the field.

Contemporary Debates in Education

Draws on a range of research studies to explore topical educational issues, together with emerging patterns of educational provision for the future.

Processes of Educational Research

This module focuses on the research methodologies techniques and responsibilities of the researcher.

Approaches to Education Policy

Introduces students to the critical study of education policy, its formation and effects in relation to theory and practice. Education policy themes include: marketisation/privatisation, globalisation, professional identity and equality.

Named route module

Focuses on a variety of aspects of educational research related to the specific named route chosen by the student, in this case, Educational Studies.

Research Design and Management

Looks at practical issues involved in all stages of the research process, which includes those undertaken in Part II of the EdD programme.

Part II: Thesis

An extensive research project of around 50,000 words. more information can be found under 'Assessment'.

Assessment

Assessment

Students complete an assignment at the end of each module in Part 1. Students are encouraged to shape assignments to meet their own professional contexts. Every student is assigned a personal tutor for the duration of each module. Assignments are 6,000 words in length and students can expect to receive feedback on a plan and a complete draft of their assignment.

In Part 2 students conduct an extensive research project on an approved topic, resulting in a thesis of between 50,000 and 60,000 words. It is examined through a viva examination to ensure the highest research standards. The Part 2 research thesis is conducted under the supervision of a member of staff. Regular communication between students and supervisors is encouraged throughout Part 2. In addition to attending supervision tutorials at weekend study schools, students maintain contact at key points during their programme of study via e-mail, Skype and/or telephone.

View a list of staff research interests

Recent thesis titles include:

Chris Jarvis (2012) ‘Using Pupil Voice to Inform Cross-Curricular Language Lessons in a Specialised Foreign Language Secondary School’
Sheila MacDonald (2013) ‘ESOL in the UK – a critical feminist analysis’
Constantinos Tsouris (2013) ‘Collaborative learning integration in the ESP classroom and curriculum: teachers' and students' perceptions and practices’
Kerstin Zindler (2014) ‘Content and Language Intergrated Learning (CLIL) and PE in England: An exploratory study’
Marika Gatt Sacco (2012) ‘Reconceptualising Early Childhood Education: A Child-Appropriate Practice’
Alex Hallowes (2013) ‘Drawing on the Potential of 'Once Upon A Time' ... An examination of the effect of a live and interactive storytelling process on subsequent drawings by children in a Reception Class’
Jackie Musgrave (2014) ‘How do practitioners create inclusive environments in day care settings for children aged 0-3 years with chronic health conditions?: An exploratory case study’
Raudhah Yahya (2015) ‘Play and Learning: Experiences and perspectives of immigrant mothers and bicultural children in Canada’
Joy Chalke (2015) ‘Negotiating Professionalisation, Developing Professionalism: Early Years Practitioners’ Stories of Professional Identity’
Eleri Davies (2013) ‘Chewing gum or hard sweet ? Making meanings in school’
Nadia Vassallo (2014) ‘Voices to the unheard: acknowledging the past and taking critical action to shape the future’. Classroom ethnography of the past and present school experiences of a Level 1 class in a vocational college’
Ninette Pace Balzan (2014) ‘Reading as participating: a study of adults’ embodied experiences of reading and writing’
Kate D’Arcy (2013) ‘Elective Home Education and Traveller families in contemporary times: Educational Spaces and Equality’
Stephen Wordsworth (2013) ‘A career in the allied health professions: Borrowing from Bourdieu to navigate student choice, class and policy’
Rachel Birds (2012) ‘Changing communities and challenging identities: An ethnography of a university spinout company’
Irene McCormick (2015) ‘Navigating learning outcomes: Tensions and potentials in media HE in Ireland’
Rhonda Wynne (2009) ‘The Civic Role of Universities: General Concepts and Irish Practices’
Laura Lane Access (2015) ‘Participation and Mobility: A Critical Policy Analysis of Higher Education in England between 1987 and 2012’