2. What is the MA in Ed Studies? A 2-5 year, part-time MA – you can become ‘inactive’ for 1 or 2 terms to balance work and study Flexible/individualised for busy teachers/leaders A mini doctorate, focusing on subject knowledge & research 3 seminars a term on research; groups in English, Maths, Science, SEN and Person-centred education Supervision; VLE; Monday seminars Constant links between theory & practice You research your professional interests: developing CPD & classroom/school research with theorised understanding & training in research methods

3. New National Scholarships in... Mathematics, English, Science and SEN July 2011, on: subject teachers above can apply to TDA for... Up to £3,500 to develop subject knowledge & CPD: ‘to renew the passion which brought them into the classroom’ This can be used for our subject groups on the MAES: These groups develop teachers’ subject knowledge and pedagogy with teaching peers across Sussex and specialist university tutors. See Word doc. attached here & 2 links: http://www.sussex.ac.uk/education/prospectivestudents/p gstudy/taught/edstudies http://www.tda.gov.uk/pdscholarship

4. Current Dissertation Projects 1 A cross-departmental coaching initiative: developing teaching from ‘good’ to ‘outstanding’ Motivating Year 9 reluctant boys – the Glee club Engaging low sets in Maths with creative approaches Developing a Careers Programme for 14-19 pupils Drop Everything and Read! Developing reading & aspirations to continue learning to Higher Education Cross-curricular Humanities & English (Holocaust) Developing small-group work in MFL The dialogic classroom: using pairs to hear all voices. Developing a VLE in Humanities to support independent and interactive learning

5. Current dissertation projects 2 Developing writing across the curriculum Developing collaborative talk & thinking in Mathematics to raise standards of achievement Supporting students with EAL in Science Developing strategies to support teachers of students with Speech, Language, Learning and Communication needs. Developing strategies for mentoring PGCE/NQTs Developing the 14-19 vocational curriculum

6. Current Dissertation Projects 3 Developing student and parent ‘voice’ Introducing a Year 7 integrated, creative curriculum New approaches to AfL in Science Evaluating ‘controlled assessments’ in GCSE English Challenging Gifted & Talented pupils – exploring creative approaches Teaching Shakespeare through drama Enhancing the quality of students’ talk & teacher modelling in English

7. Course content Taught sessions on research methods/methodology: Qualitative and quantitative approaches: Case study, action research, survey, etc... Designing interviews, questionnaires, observations How to... achieve validity in small-scale research analyse data, draw conclusions & write a research report search for literature: electronic journals write a literature review evaluate research: other authors’ and your own! In English, Maths, Science and SEN, specific focus on developing subject knowledge in groups

8. FINAL Dissertation 15,000 words 60 credits Literature Review, 6000 words 30 credits Critical Reflection on a portfolio, evidencing CPD from school 3,000 words 30 credits Research Methods 6000 words 30 credits Programme Content: flexible 30-credit units Minor Project 6000 words 30 credits

9. Programme structure 4 x flexible 30-credit courses (120 credits) + one 60-credit, final Dissertation Programme starts with Critical Reflection on practice, using a portfolio, evidencing some CPD done in school (worth 15 credits) + reflection (another 15 credits): this is the APEL – accreditation of prior learning - course Ends with dissertation, enabling you to critically reflect, but from position of teacher/researcher Each course develops key strands of previous one, adding new skills/understanding Flexible order of courses

10. 1. APEL – AST – Leadership course: how to use a coaching model to support new teachers? 2. Lit. review: What is coaching? Theories of coaching & mentoring – distinctions? 3. Research methods – Interviews – read theory, then practise it! 1 interview: critically reflect on & analyse process in detail Case Study: Laura, Year 1

11. Yr 2, Term 1: Minor Project: 30 credits Minor Project: Preparation for dissertation... A trial run (6000 words), doing Stage 1 of action research for the longer final project fact-finding... Conduct interviews with 3 NQTs to explore: What forms of observation/feedback have NQTs experienced in school & on PGCE? What other forms exist? Which work and why?

12. Action Research - use info from Minor Project to... Plan, conduct & evaluate an intervention. Main Research Question: Which forms of observation & feedback do NQTs find most effective in developing their practice? Why? Intervention: experiment with 4 different forms of obs/feedback over a term with NQTs & evaluate collectively what works & why? (15,000 words) Year 2: Dissertation, 60 credits

13. Advanced Standing: Students bringing 30 M- credits onto the MAES Joe, English, brings 30 PGCE/M-credits (advanced standing) 30 Takes the APEL route, using a mentor portfolio: 30 Main interest: pupils talking in groups: does a lit review. 30 Year 2, tests a research method: interviews 30 Joe meets Sally, Science teacher in different school, who has been developing group work & independent learning: EUREKA! For their final dissertations, Joe & Sally decide to plan a collaborative intervention, cross-school, in low-set Yr 9 classes on: Developing effective group talk in Science or English to improve writing Each collects data, compares findings & writes an individual report: 60 Post-MA, they publish their work as joint authors!

14. Indicative costs across 2011-12 only Year 1 1 APEL 30-credit module - £395 2 x 30-credit modules - £785 each (Total: £1965) Years 2-3 1 Minor project, 30 credits - £785 (omit course for students with 30-M credits from a previous source, e.g. PGCE) 1 dissertation – 60 credits - £1,570 Teachers of Eng, Maths, Science & SEN can apply for new National Scholarship scheme: http://www.tda.gov.uk/pdscholarshiphttp://www.tda.gov.uk/pdscholarship Online: http://www.sussex.ac.uk/study/pg/applying Schools may be able to offer support towards the Year 2 dissertation, esp. for relevant, school-based research. / Julia Sutherland Tel: O1273 877957 jcs23@sussex.ac.uk

15. Next seminars Optional - Tues. 31 May, Fulton, room 104, 5.00-6.30: How do we name our students? MAES Critical Thinking for the APEL route: Wed. June 8, 4.30-6.30 in Fulton 202 (room tbc)

16. Groups – snapshot of CPD Take turns to... Describe a key type of CPD you’ve done in last year Reflect on what was interesting, effective or significant about it: What questions did it raise? What issues do you feel you might want to investigate further? Make a quick visual chart of CPD & any links

17. Before next session Narrow your CPD to a definite focus/topic – start thinking about your literature review Read the Critical reflection packs Come prepared to explore question: What is critical reflection? What/Who is it for? Why is it useful? Are there different types of critical reflection?