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Unit information: Policy and Research in Education in 2019/20

Please note: Due to alternative arrangements for teaching and assessment in place from 18 March 2020 to mitigate against the restrictions in place due to COVID-19, information shown for 2019/20 may not always be accurate.

Please note: you are viewing unit and programme information for a past academic year. Please see the current academic year for up to date information.

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 Dr. Sands
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

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 details

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 Details

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.

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