Newcastle University

Aims

To relate developments in research in educational psychology to students' current professional practice.
To consider educational psychology from a sound research base in the light of current professional practice.
To develop awareness of the need for research or evidence based practice through exposure to critical research.
To enable development on project work by reflecting with other colleagues on possibilities for practice.
To encourage reflective practice which recognises the need to consider personal development.
To develop ability to apply psychology to educational and community contexts.

Original Summary:
The curriculum of taught sessions will vary each year and will aim to develop knowledge and understanding of the profession of educational psychologist and its context. A critical research based approach will be taken to all issues, aiming to assess possibilities for practice. This module leads into EDU8163. Teaching sessions vary each year, and tutorials are used to develop student ideas, understandings and approaches.
"Living Contradictions - A Living Theory Approach to Action Research" Dr Barry Hymer - CflaT Research Fellow
Dr Dennis Wilson Ex EdD student – Solution focused therapy in Schools

Bilingualism and Socio-Cultural Theory Dr Heather Smith - ECLS
Using Action Research to Develop Classroom Teaching and Learning Kate Wall
Doctorate discussion – keeping on track - portfolio etc Group discussions Liz Todd
“Are you sitting comfortably? Telling research stories in unconventional ways.”
Researching Inclusion
Dr Artemi Sakellariadis Director of the Centre for Studies on Inclusive Education in Bristol.
Group discussions
Organisational change using applied psychological approaches and research in development Dr Sarah Hulme – Newcastle Ed Psych Team
Group discussions

Outline Of Syllabus

N/A

Teaching Rationale And Relationship

EDU8162 is Advanced current issues (ii) and is taught during the second year of the course. The module takes the form of 1-2 days of taught sessions to engage with the presented material, and face-to-face tutorials to develop the chosen assignment. The teaching methods include short lectures, interactive workshops, and discussions. The content is changed each year, and the timetable may not always be set before the start of the academic year in order to respond both to the needs and interests of the students but also to key issues in the discipline that arise. The teaching methods are designed to encourage engagement with new ideas and practices with inputs from key speakers but also to give time for participants to discuss and debate their own ideas. Students will be encouraged to bring ideas from both reading and practice to both the taught days and the tutorials.

The tutorials to develop the assignment play a key role in the learning on this module, in developing critical thinking about ideas and about literature. The assignment is on an area chosen by each student in order to be relevant to their work situation and interests. Almost all students are working as educational psychologists whilst taking the DEdPsy and the assignment, developed in close communication with the supervisor, is designed to be relevant to the areas the student is interested in developing within his or her educational psychology practice. Students are expected to attend all face-to-face teaching sessions and to seek tutorials with their supervisor.

Assessment Rationale And Relationship

Written formative and summative feedback is given to each student. Students are then required to indicate how they have addressed points for development.


We assess students’ achievements by means of a written assignment (5k words). Marking (at M level by course tutors, see appendix) and feedback assess the following, which are strongly related to the learning outcomes:
•       Use of relevant literature;
•       Coherence and Quality of Discussion;
•       Implications for Professional Practice;
•       Presentation

The assignment is on an area chosen by each student in order to be relevant to their work situation and interests. Almost all students are working as educational psychologists whilst taking the DEdPsy and the assignment, developed in close communication with the supervisor, is designed to be relevant to the areas the student is interested in developing within his or her educational psychology practice.

The assessed task for either EDU8159 or EDU8162 can be combined with EDU8163 to produce a single 10,000 word assignment. The 10,000 word assignment should satisfy the requirements for each assignment but be a continuous piece of writing.

The breadth of choice in the assignment enables students to prepare an assignment that is likely to relate strongly to professional practice. For example, the assignment may be:
•       project report
•       case study
•       action research project (or an aspect of such a project)
•       paper researching an area in which you are planning further action
•       longitudinal research (extension can be requested for this)
•       question you would like to explore

The area, title and scope should be discussed with the student’s personal supervisor, and a brief written outline agreed with the supervisor and course director. The written outline should include a title, should make it clear what the student intends to do in the assignment, and should indicate how it relates to the module title. A longitudinal approach may be taken, for example returning to a case at several times over an extended time. An extension in the ‘due by’ date can be requested for this.

Students are encouraged to pay particular attention to:
1.       Critical engagement with the literature (at least 20 appropriate references will be expected)
2.       A high level of analytic thinking (ie engagement in a critique of concepts used)
3.       Appropriate, qualified, use of any research methodology, with qualified rationale (if the assignment has an empirical element).
These criteria enable this assignment to contribute strongly to the learning outcomes, the development of knowledge in educational psychology and of critical engagement with literature and research.