Unit information: Policy and Research in Education in 2018/19

Unit name	Policy and Research in Education
Unit code	EDUC20004
Credit points	20
Level of study	I/5
Teaching block(s)	Teaching Block 2 (weeks 13 - 24)
Unit director	Professor. Justin Dillon
Open unit status	Not open
Pre-requisites	Education and Social Change
Co-requisites	None
School/department	School of Education
Faculty	Faculty of Social Sciences and Law

Description including Unit Aims

This unit will develop students’ understanding of the complex ways in which education policy, practice and research interact. Students will explore a range of case studies that demonstrate the contrasting aims, values and purposes that drive different kinds of policy interventions. Drawing on different disciplinary perspectives, they will consider how to assess the intended and unintended consequences of policy for practice. They will examine the role of research evidence in bringing about changes in practice and holding policy to account.

The aims of the unit are to enable students to:

• understand the role policy plays in the pursuit of education reform and the key levers it draws on to bring about change;
• recognise the complexity of policy processes and the main tools of analysis used to describe them;
• appreciate how and why education policy has both intended and unintended consequences as it is put into practice;
• assess the role of research in analysing and influencing education policy and practice.

Intended Learning Outcomes

On successful completion of this unit, students will be able to:

1. describe the complexity of policymaking processes and the range of intended and unintended consequences they may lead to;
2. identify some of the strengths and weaknesses of different policy approaches and the theories of change they espouse;
3. assess the role of research in mapping policy effects, contributing to the development of policy and practice, and evaluating outcomes;
4. critically review a range of source materials that are relevant to the study of the interactions between education policy, practice and research.

Teaching Information

Classes will involve a combination of lectures, class discussion, investigative activities, debates and group presentations. Students will be expected to engage with readings and participate on a weekly basis.

Assessment Information

Formative assessment:

ILO 1-4 : 500 word written task summarising key concepts introduced in the unit.

Summative assessment:

ILO 1 & 4 : 750 word analysis of a particular policy document, setting it in its contexts of influence, text production and practice (25%);

ILO 1-4 : 2,500 word essay (75%).

Reading and References

Braun, A., Ball, S., Maguire, M. & Hoskins, K. (2011) Taking Context Seriously: Towards Explaining Policy Enactments in the Secondary School, Discourse, 32(4), pp.585-596.

Bridges, D., Smeyers, P. & Smith, R. (2009) Evidence-Based Education Policy. Oxford. Wiley-Blackwell.

Henry, M., Lingard, B., Rizvi, F. & Taylor, S. (2013) Education Policy and the Politics of Change. London: Routledge.

Nutley, S.M., Walter, I., & Davies, H. T. O. (2014) Using Evidence : How Research can Inform Public Services. Bristol, U.K: Policy Press, 2007.

Saunders, L. (2007) Educational Research and Policy-Making. London: Routledge.

Weiss, C. (1979) The Many Meanings of Research Utilization. Public Administration Review. 39(5), pp. 426-431.

Whitty, G., Anders, J., Hayton, A., Wisby, E. & Tang, S. Research and Policy in Education: Evidence, Ideology and Impact. London: Bedford Way papers.